ABSTRACT
In recent years, the educational disciplines have come under considerable scrutiny, with a demand for increased practical experience rather than theoretical discussion as an appropriate preparation for teaching. In this article, Bonnett and Doddington argue that philosophy of education still has a significant contribution to make in terms of ensuring that decisions made by teachers are based upon careful relection and analysis. Philosophy, they suggest, helps develop an awareness of issues and problems which may not seem immediately apparent. It provides varied ways of perceiving and interpreting educational situations. It provides a logical framework for analysis and interpretation and through encouraging systematic critical reflection it develops the capacity to articulate clearly and justify one’s educational practice.
