Abstract

The foremost task of educational philosophy is to deal with questions about the process of education and to formulate means and ends to the educational experience. In the development of such formulations, the educational philosopher must make extensive analyses of such relevant concepts and factors as democracy, intellectual freedom, individual experience, social control, and instructional method. This is particularly true in regard to the philosophy of social and ethical education. Two questions of social and ethical significance have, in particular, claimed the attention of educational philosophers. These are: what rules of conduct should be taught in the schools and how should these rules be taught? It is with these questions that the present writing essentially deals.