Abstract

The intention of this paper is to suggest that the educational philosophy of Allan Bloom merits renewed consideration, and that such consideration reveals major failings in contemporary educational philosophy. A prerequisite of such consideration is an examination of the ways in which his ideas have been misinterpreted. In particular, Bloom is neither a political conservative nor an educational traditionalist, nor an advocate of the Great Books programme. Bloom's recovery of the Socratic or classical political rationalist approach to education both reveals enormous shortcomings in the dominant conceptions of the nature of philosophy of education, and revitalises an alternative conception already widely accepted among classicists and political philosophers.