oth the opportunities and the limitations, for limitations can only be overcome when they are recognized.
Much of what infuses a search for an educational philosophy today is derived from the perception that education has been failing and that such failure can be attributed to the lack of an acceptable educational philosophy. The argument often takes place at a level below that of an educational philosophy. The issue is often framed in terms of teaching style and structure, and the two sides of that issue address the nature of what the learning experience should be and how the teacher and pupil should relate to one another within that experience. The question is usually farmed as whether teaching should provide information to learners or should be replaced with a conception of teaching as helping learners discover information for themselves. Should the teacher stand as arbiter of all information, in effect "te
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