ABSTRACT
This chapter explores to the philosophy of education explicitly, in its best sense. It reaches the level of philosophical analysis as referring to, must distinguish it from the philosophy a profession subscribes to and which guides its values, beliefs, and practices. It discusses on the first of three philosophies, rationalism, is similar to what described in the previous as Cowleys notion of intellectualism. The chapter considers one more important perspective on the evolution of the philosophy of education. It argues for the vital role of language in this meaning-making process, which Dewey did not explicitly address in his philosophy of education. The chapter examines that phenomenology and deconstruction are the philosophical approaches which offer the best ground for true unification of the curricular with the co- and extra-curricular because of their collective theoretical understanding of who the person, or subject, is. It turns to their precursor, modern philosophy, and then phenomenology and post-structural philosophy explicitly.
