ABSTRACT
'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion, or at least general attitudes, one or the other of which the phrase can be relied on to evoke. The first is roughly to the effect that we should not pretend to a genuine subject with this title: that any such supposed subject is a non-starter: and that, though no doubt there are ways in which philosophy and education can and should be related to each other, we ought rather to speak of 'philosophy in education', or 'philosophy for educators', or something along those lines. The second view may rather be induced from existing institutions connected with the subject than from any very clear and accurate account of its nature; the fact that there are professors and students of it, degrees and diplomas in it, and well-attended societies for its promotion, might be taken to suggest that many people regard the subject as satisfactorily established already.
