Understand and differentiate views on central issues in the philosophy of education and on different philosophical approaches to those issues, and offer relevant support for and critical responses to those views. It will not take long for a person who consults several of the introductory texts alluded to earlier to encounter a number of different bodies of work that have by one source or another been regarded as part of the domain of philosophy of education; the inclusion of some of these as part of the field is largely responsible for the diffuse topography described earlier.
Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing.
The Centre has one of the largest teams of philosophers of education in the UK; their research interests include contemporary liberal political philosophy and its application to education and public policy; pragmatist philosophy of education, with a particular interest in semiotics; philosophy of friendship and civic loyalty; and ethics and education particularly in relation to higher education.
Through its educational projects, dialogue and media activities, the Gülen movement limits or displaces extremist developments in modern, politicized expressions of Islam and sectarian ideological groups, particularly in Turkey and Central Asia (Ünal and Williams 2000:39; Kalyoncu 2008), and works to develop peaceful and cooperative relationships between communities in all other regions of the world (Michel 2002; Irvine 2007).
From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups.