Open education and education for openness are related projects and perhaps one of the most significant educational movements to surface in the twenty-first century.
Michael Peters, Open Education and Education for Openness
In order to flourish in the years ahead, philosophy of education must recommit itself to its central problems and find the patience and resourcefulness to do philosophically sound and interesting work on fundamental and controversial aspects of education.
Randall Curren, Philosophy of Education : Its current trajectory and challenges
Indeed, we would argue that the Internet and electronic space encourages a kind of philosophical pluralism for the same spatial limitations no longer exist: in our encyclopedia there is room for multiple entries and plural interpretations. And 'dynamic' encyclopedias – even specialist ones like the Encyclopaedia of Philosophy of Education – promote the possibility of an infinite revisability. We do not hope to complete “the circle of learning” or to develop a rationalist system that effects a kind of closure, but we do hope that the Encyclopedia can, perhaps, widen the circle, to include more contributions and to admit many more learners and readers into the circle than was ever imagined by our encyclopedist predecessors.
Paulo Ghiraldelli Jr and Michael Peters (1999) The Encyclopedia of Philosophy of Education: Encyclopaideia, Philosopedia, or Macropedagogy?
To aim of the Encyclopaedia of the Philosophy of Education is to give a contemporary account of philosophy of education as that which philosophises on the issues, concepts, problems that relate to our experience of education, with the aim of benefitting students, scholars and others interested in that to which philosophy of education addresses itself.
While the Encyclopaedia of the Philosophy of Education will make an object of that which it identifies and explains, philosophy of education itself has no object that it can uniquely call its own.
There are no limits to the number of philosophical perspectives that could be exposited in relation to the possible interests of the encyclopaedia.
The Encyclopaedia of Philosophy of Education will not accumulate knowledge for the sake of accumulation alone. Knowledge will be of value because it renders itself useful in the moment of clarification or resolution of concepts and questions that were previously unable to produce a clear understanding of that which it pretended to exposit.
The Encyclopaedia of Philosophy of Education opposes its own authority.
The Encyclopaedia of Philosophy of Education will be a celebration of the errors for which we have the highest aspirations.
New knowledge needs to be capable of laughing at itself and, furthermore, capable of discovering its fate as that of an ironic experience of our relationship with ourselves and the world at large.
Richard Heraud (2010) A Vision of the Encyclopaedia