Abstract

Ideally, the task of education is to expand the horizons of consciousness or awareness. Educators are interested in consciousness on both theoretical and practical levels. The nature of consciousness is an issue that would trouble a serious educator as much as it would trouble a philosopher. ;The problem investigated in this dissertation is the relationship between philosophy and educational theory. Both the philosopher and the educator have the question of consciousness in common, because the nature of consciousness is the central issue in philosophy of mind. Because formal analysis shows that any educationist has to be interested in the same concepts as a philosopher of mind, philosophy of mind emerges as a central element in any educational theory. I also have come to this conclusion through the study of Western thought in the history of both philosophy and education