Abstract

Reid re-argues the necessity of regarding education or teacher training and philosophy as reciprocal enterprises. The argument is conventional: educating presupposes knowledge of desirable ends; such knowledge presupposes a philosophy of the valuable. Reid avoids the problematic character of value and valuations as well as the perennially interesting problem of the "teaching of values." Education contributes to philosophy not only by being its testing ground but by the fact that all ideas are applied to action through the transforming medium of the personality of the teacher. Reid's analysis of the teacher-student relationship is the most interesting part of the book and borrows both terminology and ideas from Buber.—T. C.