Plato was, in fact, the first ancient political philosopher either to establish a university or introduce a higher course or to speak of education as such.
This emphasis on education came to the forefront only due to the then prevailing education system in Athens.
Of course, the history of philosophy of education includes many more figures than Socrates, Plato, Aristotle, Rousseau, and Dewey.
Other major philosophers, including Thomas Aquinas, Augustine, Thomas Hobbes, René Descartes, John Locke, David Hume, Immanuel Kant, John Stuart Mill, Karl Marx, Bertrand Russell, and, more recently, R. Peters in Britain and Israel Scheffler in the United States, have also made substantial contributions to educational thought.
(In this respect it is like other areas of “applied” philosophy, such as the philosophy of law, the philosophy of science, and the philosophy of medicine, including bioethics.) This dual focus requires it to work on both sides of the traditional divide between theory and practice, taking as its subject matter both basic philosophical issues (e.g., the nature of knowledge) and more specific issues arising from educational practice (e.g., the desirability of standardized testing).
These practical issues in turn have implications for a variety of long-standing philosophical problems in epistemology, metaphysics, ethics, and political philosophy.
He held the view that without education, the individual would make no progress any more than a patient who believed in curing himself by his own loving remedy without giving up his luxurious mode of living.
Therefore, Plato stated that education touches the evil at the grass root and changes the whole outlook on life.
While these Deweyan themes are strongly reminiscent of Rousseau, Dewey placed them in a far more sophisticated—albeit philosophically contentious—context.
He emphasized the central importance of education for the health of democratic social and political institutions, and he developed his educational and political views from a foundation of systematic metaphysics and epistemology.