In the previous three parts, the main tools of analysis have been primarily sociological and historical. Addressing issues of class, gender and race has always been the central prerogative of sociology; likewise, the chapters on the relationship between education and various elements of contemporary culture are also largely investigated through sociological reasoning. Alternatively, understanding the scope and impact of social governance, in all its forms, has principally been the result of detailed historical analysis. However, these are not the only options open to us; some of the most useful and far-reaching methods of inquiry belong to the discipline of philosophy.

If the intention is to look at mass education with a fresh pair of eyes, then philosophy can provide the necessary critical tools to do precisely that. As a discipline based upon clear thinking and cogent argument, philosophy is useful not only for the production of thoughtful future citizens, it is also a valuable skill set for anyone interested in studying our education system. Furthermore, mass education is also an ethically and legally complex domain, with important dilemmas continuing over issues such as positive discrimination, mandatory reporting of abuse, and levels of teacher responsibility – a fact that the philosophical study of ethics can help us address with clarity and fairness. Finally, if we are seeking the ‘truth’ of mass education, philosophy can help us at least understand what we might mean by that, as well as better understand the relationship between truth and the Australian curriculum.