Recovering the LostMétierof Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield

Abstract

A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.

What Makes Writing Academic

“…Because poiesis requires the maker to know in advance what the result of their activity will be, it is not the same as praxis, which is an action aimed at 'doing' some morally worthwhile 'good' . Within the Aristotelian tradition, political, social and educational activities fall under phronesis, meaning wisdom and deliberation and, as such, they are aligned with praxis, not poiesis (Carr, 1998;Hogan, 2015), because of their open-ended reflective and explorative nature.…”