The 1960s saw the birth of philosophy of education, in contrast to earlier studies of educational philosophies. While it soon became a specialist sub-field its origins are due to the interest taken by mainstream philosophers in issues about teaching and learning. A. Flew, D. Hamlyn, R. Hepburn, J. Hospers, M. Oakeshott, R. Peters, I. Scheffler and others brought social and political philosophy, philosophical psychology, epistemology, and aesthetics to bear on educational topics and thereby established a new nexus of theoretical and practical philosophy. Fifty years on what can contemporary philosophy offer to thinking about aspects of education? Essays addressing this question are invited from a variety of perspectives. Topics might include the development of knowledge, the nature of learning, the formation of character, the aims of education, the social role of educational institutions, and schooling and social engineering.
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The Union fleet left Hampton Roads on October 29 in a tight, well-disciplined formation. Du Pont was concerned about the hard-to-manage size of the flotilla and the various types of vessels and experience of the commanding officers. Nature conspired against the Union commander, for on November 1 the fleet encountered a hurricane-strength storm off Cape Hatteras that scattered the ships. That same day, Confederate Secretary of War Judah P. Benjamin telegraphed Governor Pickens and General Drayton that an enemy fleet was headed for Port Royal. The point of attack was no longer a secret.