The principal reason for a new edition of Modern Philosophies of Education at this time derives from the appearance of extensive new materials in the decade and more since its last revision. Not only have new schools of educational philosophy made an appearance, but in this period educational philosophy has established its own journal of opinion, Educational Theory. In the face of such new directions of thought, Modern Philosophies of Education needs to be brought up date. Nothing has come forward in the past decade, however, not even the development of linguistic analysis, to cause a fundamental reorganization of the basic design of this book. It still remains a comparative study of different philosophic approaches to educational problems. The welcome reception, not only in the United States but abroad, which Modern Philosophies of Education has enjoyed since its first publication gives assurance that this is a most effective way of studying the philosophic underpinnings of education. The major part of this revision, therefore, is taken up with improving its current presentation. There are no new chapters and relatively few new sections in the chapters. But the number of specific amendments introducing new materials and improving old ones is extensive indeed. Some effort has been made to direct Modern Philosophies of Education to a wider audience of readers than formerly. The usual tendency is to regard philosophy of education as the concern primarily of elementary and secondary school teachers and public school administrators. Such a' limitation is unfortunate. The philosophy of education is not essentially different at the various levels of the educational ladder. Its emphasis may shift, but its fundamental principles, as in value theory or theory of knowledge, should hold for higher education as well as for secondary and elementary. Happily,