Quality through Holistic Simplicity

It seems as though the publication of "The Oxford handbook of philosophy of education" (Siegel, 2009) had evoked considerable discourse in the fields of philosophy and philosophy of education. The tensions and inconsistencies that were exposed between and within these fields prompted the question about the role of philosophy of education in the "practice" of education and teacher education. With a contingent exploration using hermeneutic phenomenology I have attempted to initiate a tentative resolution to this challenge--one that we may trust enough to base our actions upon. It reveals a conceptualisation of education and subsequently teacher education, which holistically encapsulates its quality imperative and its associated concerns like social justice and accountability. [For the complete Volume 13, Number 1 proceedings, see ED568595.]