My philosophy is student centered. Locke, then in exile in Europe, wrote the parents a series of letters wherein alongside wise advice about such matters as the priorities in the training of a landed gentleman, and about making studying fun for the boy, there have been a few strange gadgets equivalent to the recommendation that the boy ought to wear leaky sneakers in winter so that he would be toughened up!
Whereas these topics definitely can be, and have been, discussed with due care, typically they have been pursued in free but spectacular language where exhortation substitutes for argumentation—and hence sometimes they’re mistaken for works of philosophy of schooling.
Nonetheless, there may be another consequence of this institutional housing of the vast majority of philosophers of education that is price noting—one that isn’t present in a comparable means in philosophers of science, for example, who nearly always are situated in departments of philosophy—particularly, that experience as a instructor, or in some other education-associated function, is a qualification to develop into a philosopher of education that in many instances is valued no less than as much as depth of philosophical coaching.
He maintained that an individual is to a large extent a product of his education, and likewise pointed out that information and attitudes acquired in a child’s early adolescence are disproportionately influential and have important and lasting consequences.
Robert Audi and Richard Grandy both deal with questions regarding science education—the primary specializing in the methods in which spiritual toleration and liberal neutrality would possibly constrain science training, and the second on modern cognitive scientific investigations of educating and learning within the science classroom.