ABSTRACT
There is one thing that can be said about philosophy of education with a fair degree of certainty and present: it has a bad name amongst many practising teachers. This is a feature that it shares with education theory as a whole. Education theory is still frequently viewed as irrelevant to the harsh realities of day to day practice, and philosophy of education has often been experienced as arid and verbose to boot. In this article we hope to show that, properly viewed, philosophy of education has a distinct and vital contribution to make to the thinking and practice of primary teachers, and to their professional development.
