ABSTRACT The paper has three parts. The first specifies a, notion of philosophy as both a critical discipline and a process of theoria independent of utilitarian or ideological commitment. The second part shows how philosophical paradigms can be ideologically exploited, often unwittingly, by the teacher in a way that sacrifices truth and clarity to utility. Three examples are given, viz. over‐simplification in science‐teaching of the Lockean primary/secondary qualities distinction, misuse of Wit…
Read moreABSTRACT The paper has three parts. The first specifies a, notion of philosophy as both a critical discipline and a process of theoria independent of utilitarian or ideological commitment. The second part shows how philosophical paradigms can be ideologically exploited, often unwittingly, by the teacher in a way that sacrifices truth and clarity to utility. Three examples are given, viz. over‐simplification in science‐teaching of the Lockean primary/secondary qualities distinction, misuse of Wittgenstein's nuanced theories to inculcate relativism in the social sciences, and use of the ethical fact/value paradigm to promote a simplistic liberalism in moral teaching. The third part distinguishes teaching a skill and communicating an insight. It is claimed that the theoretical capacities of the learner are routinely subordinated to the practical needs of the teacher.
