ABSTRACT
This chapter considers different historical philosophical perspectives on the purpose and value of education. The legacy of Aristotle is used to explore how education is viewed and how this influences the purpose it serves. The distinction between the technical (productive/product related) and practical (process/knowing why) is important as a starting point in determining the function of education. The need for practical wisdom to inform ethical judgements as a source of moral action is considered as an application of phronesis. As such, Dewey's attitudes, competencies and lenses for critical reflection are offered as an alternative to a mechanistic product-driven view of teaching. In doing so, Schon's 'new epistemology' through 'convergence of meaning' for praxis is used so the teacher can adopt a creative and reflective way of facilitating an open process of 'deep-level', experiential child-led learning. The chapter concludes with consideration of how adults can nurture a critically reflective process so that education as a process of phronesis can be facilitated.
