Philosophy and Educational Policies

Abstract

This article argues that while policymakers in Trinidad and Tobago have been motivated by realism and social reconstruction since the 1970s, the dominant practice of education, as manifested by technocrats in the Ministry of Education and teachers, has remained essentially immersed in realism. It suggests that there is need to engage in educational practices congruent with a manifest philosophy and manifest educational policies in order to achieve effectiveness in the education system