Before we begin it is important to understand the basic definitions of Idealism and Philosophy. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation.
Philosophy concludes the intellectual efforts by presenting these in the form of concentrated theories, which can be applied at any time by any one. In a culturally diverse society, decisions regarding what is worthy of inclusion in the curriculum and what should be kept out come to be contested, as different sections of society have diverse views on the issue.
Rousseau is often referred to as the philosopher of freedom because he seemed to praise the natural or primitive state of human beings over the civilized one and in nature, human beings like animals free of the pressures and corruptions of the political state.Indeed, Rousseau’s views of nature and the natural played a central role in his philosophy.
The student must be willing to share their thoughts and ideas, which ultimately leads to education for other students as well. Rob Reich investigates the moral and legal legitimacy of some varieties of educational authority, emphasizing the important but often overlooked interests of children.
David Moshman provides a psychological account of the development of rationality, while Gareth Matthews raises doubts concerning the contributions developmental psychology might make to the philosophical understanding of the various cognitive dimensions of education.