THE importance of philosophy in education is not generally recognized. Especially is this true at the upper secondary-school level-in the junior-college years, for example-where there is a dearth of philosophically educated teachers and a too general ignorance on the part of administrators and leaders concerning the nature and the values of philosophical study. What has philosophy to contribute to general education? In order to answer this question, we shall first need a tentative definition of philosophy. It is not the author's purpose, however, to contend for any particular definition of a term but rather to set forth some typical aspects of education that are fundamental and that may, more or less appropriately, be called philosophical. In a sense, philosophy may be thought of as the science of things in general. It is, or should be, science at the highest level since it is largely a system of inferences based on the findings of the special sciences. Grounded in science and in the tested experiences of mankind, philosophy attempts to arrive at explicit principles of the widest generality. To a great extent, furthermore, philosophy is concerned with a residue of problems too broad and too universal to be solved in any special science. Seeing things in relation to the whole-getting an overview and a long view of things in generalis an essential characteristic of philosophical thinking. In the words of Whitehead, "the study of philosophy is a voyage toward the larger generalities," a voyage in which we endeavor "to frame a coherent, logical, necessary system of general ideas in terms of which every element of our experience can be interpreted."' Philosophy is,