Abstract

In this article I will try to identify conceptual problems that actually matter in terms of educational design decisions and research directions. Beyond conceptual problems, however, are more substantive problems that need collaborative, interdisciplinary work. The question here is what role philosophers could play in such collaborations. This article makes no effort to present a coherent framework for philosophical contributions to the learning and pedagogical sciences. Instead, it touches on an assortment of possibilities, mainly in the hope of arousing philosophers of education to take the kind of active role in the learning and pedagogical sciences that philosophers already take in cognitive science and in the many disciplines and professions that have a branch called “philosophy of….”