• Dr. Swaraj Sharma

A clear distinction should be drawn between what a certain community desires to have and what it should have, that between the positive and the normative in the community life. This distinction is of very great importance in education. On the basis observation we may say that philosophy finds no place among the major topics for research. Sociability or sociality has often been interpreted in terms of a partial collection of mundane aims, interest and aspirations, and of shared experiences of individuals at the lowest levels. Philosophy of education cannot be separated from general physiology or the sociology of education from general sociology. The desire of yield to the pressures of the community has crept into education and educational research. The philosophy of education, like other areas of the humanities, is highly subject to both occasional enthusiasms for particular authors and perhaps of interest in issues determined by the ambient political elements. In the past philosophers of education were largely expected to engage primarily with the work of other philosophers and to eschew imperial inquiry. But today philosophers of education increasingly attentive to how appropriately designed empirical studies can complement the traditional activities of conceptual analysis and social critique.

RESEARCH NEEDS & PRIORITIES IN THE PHILOSOPHY OF EDUCATION

"RESEARCH NEEDS & PRIORITIES IN THE PHILOSOPHY OF EDUCATION", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 1, page no.925-929, January-2019, Available :http://www.jetir.org/papers/JETIR1901H28.pdf

"RESEARCH NEEDS & PRIORITIES IN THE PHILOSOPHY OF EDUCATION", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 1, page no. pp925-929, January-2019, Available at : http://www.jetir.org/papers/JETIR1901H28.pdf