Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that Deweyan philosophy of education is not the whole of philosophy of education, noting difficulties with the Deweyan view with which Arcilla is concerned, discussing problems with Arcilla's analysis of both the Deweyan view and the…

The question of the proper nature and role of science textbooks is considered in relation to Kuhn's account of science textbooks in terms of the goals of science education. Schwab's prescriptions for science education are also considered and related to Kuhn's account. The notion of critical thought is presented as being crucial to an acceptable…

Jean Piaget's theory of genetic epistemology is criticized from a philosophical point of view. (JD)

This paper investigates the meaning of ideology, looks at the view that education is always ideological and political, deals with how ideology affects thinking, and discusses the relationship between ideology and rationality. (MT)

Lawrence Kohlberg's empirical research does not, in itself, justify the claim that his higher stages of moral development are more adequately moral than lower stages; consequently, using Kohlbergian interventions to promote student development through these stages is unjustified. Empirical research, while necessary for planning and executing…

The author takes issue with some of the essays in "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education," which urge that educational philosophy be tied to practitioner needs. Educational philosophy should concentrate on understanding education, not on improving it. (PP)

The author responds to criticisms against his insights into the nature of thought and the "grounds of rationality" provided by the philosophy of Thomas S. Kuhn. (CJ)