Abstract
This contribution appraises key aspects of Michael Oakeshott’s legacy to the philosophy of education. It begins with an examination of Oakeshott’s famous conversation metaphor and goes on to review in a number of ways its promise for an adequate understanding of educational thought and educational action. Tracing the influence of Oakeshott’s original thinking in the works of other philosophers, some criticisms of Oakeshott’s educational arguments are also considered.
The originality and abiding relevance of Oakeshott’s educational insights are investigated in the later part of the chapter. Complementing the constructive emphasis of the earlier part of the chapter the emphasis here is more critical. Particular attention is given to exploring the resources offered by Oakeshott’s arguments in defending education against forms of bureaucratic control, especially those forms that have become quite common internationally in recent decades.
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Williams, K., Hogan, P. (2018). The Educational Legacy of Michael Oakeshott. In: Smeyers, P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-72761-5_27
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