Philosophy is the research of realities, pursuit of wisdom, and commentary on common principles of life. Unschooling differs from typical schooling principally in the thesis that commonplace curricula and conventional grading methods, as well as other options of traditional education, are counterproductive to the objective of maximizing the training of each child.
More complete theories of schooling relaxation their views in regards to the goals and methods of education neither on the prevailing tradition nor on compromise but on primary factual premises about people and their world and on basic normative premises about what is nice or proper for people to hunt or do. Proponents of such theories may attain their premises either by cause (together with science) and philosophy or by faith and divine authority.
Philosophy of schooling can be understood not as an academic self-discipline but as a normative educational concept that unifies pedagogy, curriculum, learning concept, and the purpose of training and is grounded in specific metaphysical, epistemological, and axiological assumptions.
Though some normative premises are required in (1) as a basis for any line of reasoning resulting in conclusions in (3) or (5) about what schooling should foster or the way it ought to do that, the premises showing in (2) could also be of varied sorts-empirical, scientific, historical, metaphysical, theological, or epistemological.
These types of struggles over the upkeep of the disciplinary boundary, and the try and define and implement certain methods as paramount, are hardly distinctive to philosophy of education. Even when the opposite issues it does-for instance, the philosophy of mind or of science-are useful to educators and normative theorists of schooling, as, it is hoped, is the case, they aren’t all developed with this use in mind.