His works are seen as developing the scientific method and remained influential through the scientific revolution. Bacon has been called the father of empiricism. Most importantly, he argued science could be achieved by use of a sceptical and methodical approach whereby scientists aim to avoid misleading themselves. Although his most specific proposals about such a method, the Baconian method , did not have long-lasting influence, the general idea of the importance and possibility of a sceptical methodology makes Bacon the father of the scientific method. This method was a new rhetorical and theoretical framework for science, whose practical details are still central to debates on science and methodology. Francis Bacon was a patron of libraries and developed a system for cataloguing books under three categories — history , poetry , and philosophy —which could further be divided into specific subjects and subheadings.
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Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice. Its subject matter includes both basic philosophical issues e. In all this the philosopher of education prizes conceptual clarity, argumentative rigor, the fair-minded consideration of the interests of all involved in or affected by educational efforts and arrangements, and informed and well-reasoned valuation of educational aims and interventions. Many of the most distinguished figures in that tradition incorporated educational concerns into their broader philosophical agendas Curren , ; Rorty While that history is not the focus here, it is worth noting that the ideals of reasoned inquiry championed by Socrates and his descendants have long informed the view that education should foster in all students, to the extent possible, the disposition to seek reasons and the ability to evaluate them cogently, and to be guided by their evaluations in matters of belief, action and judgment. This view, that education centrally involves the fostering of reason or rationality, has with varying articulations and qualifications been embraced by most of those historical figures; it continues to be defended by contemporary philosophers of education as well Scheffler ; Siegel , , , As with any philosophical thesis it is controversial; some dimensions of the controversy are explored below.
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