Introduction

One of the most important tasks of a philosopher of education is therefore to direct the investigative gaze towards the more problematic aspects of ordinary talk and to investigate the currency of some of most common assumptions about education. In this chapter, the author proposes that the assumed capacity of free will represents one such assumption that is both pervasive and, when scrutinised, deeply problematic. In undertaking this investigation he seeks to avoid the pitfalls of charitability. Because the free will problem is a well-known historical problem, an investigation into the consequences of ordinary conception of free will for education involves an investigation in the history of philosophy. Confronting preconceptions about the role of free will in education, the author turns to the early modern Dutch philosopher Benedict de Spinoza for guidance. The chapter also presents an overview of the key concepts discussed in this book.