| Summary: | The purpose of this dissertation is to propose a Weberian philosophy of education. I understand philosophy of education to be a field dedicated to reflection upon the educator’s practice. My project arises from the contention that too many contemporary philosophers of education have, in the name of realism, exchanged reflection on educational practice for reflection on the political dimensions of educational institutions, thereby engaging in some variety of applied political philosophy. Treating philosophy of education as applied political philosophy demotes the significance of educational practice and thus the significance of the field itself. The central question this dissertation takes up is how philosophers of education might lend significance and priority to educational practice in a manner that does not ignore the realities of educational institutions. My argument is that a Weberian philosophy of education – a philosophy based on social theorist Max Weber’s conception of education – can provoke reflection upon the ideal qualities of educational practice amidst a non-ideal and pluralistic society. A Weberian philosophy of education revives a vision of students as particular persons, prioritizes calling as an educational aim, galvanizes the dignity of the educator’s cause, and points towards the responsible re-enchantment of society.
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