Abstract: This study sought to investigate the nexus of philosophy in educational praxes in selected countries, namely: France, England, USA, Finland, China, and Zimbabwe. Three interconnected objectives were tackled, that is: To investigate philosophical foundations of education in France, England and the united states of America, to examine philosophical ramifications of education in China and to analyze philosophical premises of education in Zimbabwe. The study uses analytic method of philosophical investigation to locate philosophical basis of education in the foretasted countries. It is inferred that French and English Education are inclined towards libertarian philosophies whose foundations are pegged on existentialism, critical pedagogy and critical thinking while American Education leans more on pragmatism. Analytic philosophy and progressivism are observed to be the blue print of Finnish Education system while Confucianism informs theory and praxis of education in China. The African representative in this study, post independence Zimbabwe, can be surmised to be inclined towards African socialism and Hunhu philosophy (Zimbabwean version of Ubuntu philosophy).
Keywords: Comparative analysis, Philosophical Foundation, Confucianism, Zimfep, progressivism, pragmatism, Hunhu.
Title: A COMPARATIVE ANALYSIS OF PHILOSOPHICAL FOUNDATIONS OF EDUCATION: A SUMMATIVE APPEAL TO FRANCE, ENGLAND, USA, FINLAND, CHINA AND ZIMBABWE
Author: Elvis Omondi Kauka
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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