CHAPTER II Philosophy of Education

arbitrary. A set of ground rules has been followed in making the selection for this review. First, only materials commonly recognized as contributing directly to the discipline of philosophy of education have been included. Though many writings of significance to philosophers of education have appeared in the fields of philosophy, of cultural movements, and of educa-tional theory, the mass of such materials makes their inclusion imprac-ticable. The number of inquiries of high quality in philosophy of education has recommended that the review be limited to them. Second, writings in philosophy of education which have a quality of re-search and inquiry have been selected, not laudatory or exhortative writings or writings prepared primarily as instructional material. In the period covered by this review many papers celebrating the centennial of John Dewey have appeared, and an effort has been made to select those which open avenues of inquiry or express the significance of the Dewey tradition in a unique way