This article constitutes a review of Howard Woodhouse’s latest book, Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy (Routledge, 2023). It outlines Woodhouse’s assessment of the causes of the marginalization that the discipline of Philosophy of Education has undergone over the last 25 years, which has led to a decline in its stature. According to Woodhouse, this marginalization of Philosophy of Education has largely been the result of the increasing dominance of the money-oriented value program of the global economy and its influence on Education and Education programs. The value program of the global economy sees Education as a commodity to be bought and sold, rather than as a vehicle for the emancipation of human lives. This review anticipates several potential counterclaims that might be waged against Woodhouse’s call for a restitution of the discipline of Philosophy of Education and argues against them. It also entertains an alternative conclusion that can be drawn from Woodhouse’s premises, namely, that given the confluence of global crises in which we find ourselves, which to some extent comes as a result of a focus on the dissemination of knowledge as the goal of education to the neglect of wisdom in the application of that knowledge, going forward into the future, formal education should be inclusive of the cultivation of wisdom. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
