The possible broadening of the conceptualisation of philosophy as shaping factor of education systems.

Abstract

This article defends the claim that the philosophical aspect has been seriously underrated in the scheme of the conceptualization of contextual societal forces shaping education systems. The rise of neo-Marxist paradigms since the 1970s has resulted in a disproportionate emphasis on social and economic systems as factors shaping national education systems. However, empirical research has recently rendered evidence regarding how philosophical frameworks shape children�s way of viewing the world and how they think. This article provides examples of this. Such philosophical and/or conceptual differences need to be factored in the design and planning of education systems. Some implications have been outlined regarding an expanded view of the role of philosophy and/or life-concept for the planning and development of education systems and for comparative education as a field of scholarly research