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The aim of this paper is to argue for the "discussion case-study approach" in the teaching of introductory courses in philosophy of education at the pre-service level. The paper offers a rationale for the use of this approach by identifying and briefly criticizing some of the popular but negative views about the nature and role of philosophy of education in teacher education. The second part will very briefly describe the approach, comment on the students' reaction to it, and make some suggestions.1

Teaching Philosophy of Education: The "Discussion - Case Study Approach"