There are two very different accounts of the history of educational philosophy and
ideas presently available. One account is the work of historical scholars and
classicists, and is based on thorough historical research. The other account is the
work of educationists and philosophers, and is generally based on little or no
historical research in the history of educational thought. Consequently, the
prevailing accounts of the history of educational philosophy produced by
educationists and philosophers over the past 50 years are remarkably inaccurate. The
inaccuracies are of two kinds: (1) the unequalled influence of the educational ideas
and practices of Isocrates, Plato’s rival, is almost wholly unrecognised,
and (2) knowledge of the tradition of autonomous educational thought has been lost.
Contemporary educational philosophy has much to gain, both in new methods and ideas
and in the recovery of some of the academic credibility it still lacks, by
recovering the legacy of Isocrates and the tradition of autonomous educational thought.
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