A Common Prospect

Abstract

The writings of the inductive empiricists, rationalists, and naturalistic empiricists who are considered in this study constitute the essential literature of the origins of the philosophy of education as a distinct discipline in the United States. While theirs is a small body of writings, its very presence shows us that, by 1913, the discipline was firmly established in the minds of serious students of education and the concern to bring philosophy to bear explicitly in considering educational matters already had a history of one hundred years.