Philosophical inquiries into education have throughout the history of philosophy born repeated and august fruit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold.
Fourth, during the decade of the seventies when these various critiques of analytic philosophy were in the process of eroding its luster, a spate of translations from the Continent stimulated some philosophers of education in Britain and North America to set out in new directions and to adopt a new style of writing and argumentation.
The Philosophy of the Economy distinguishes and summarize these differences to show a very particular patterns in the world history which until now have been seen from other angles; by showing such changes it capitalizes of the constantly expanding role of the Individual Intellectual Abilities and the new historical role they are to play in the constantly changing new world.
Philosophy of the Economy is a philosophical conception of locating the historical CILOD and the related Individual /for individual countries/ Current Levels of Development and thus showing a different way of such evaluations from the used socio-economic philosophical conceptions up to date.
Reflecting what I have learned through out this semester, I have to say it is an interesting process for me. I started out only having one philosophy of education class in my entire education career and we did not focus on philosophers and their writings on education but on pieces of education theories and the epistomology of the theories.