The practical nature of the philosophy of education

Abstract

The Kantian legacy, reinforced by Dilthey's historicism, explains the constitution of Philosophy of Education as interpreting the action and the educational thought, as c(phi1osophies)) of education. They conclude as being ccphilosophy of philosophies of educationn or analytic philosophy of education. However, there exists another possibiiity: Philosophy of Education understood as practica1 philosophy in the ethical knowledge style found in Aristoteles, that is, a knowledge of educational action as established from teleological or final form.