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The article presents the author's reply to comments of philosopher James Muir on the author's ignorance of the history of philosophy of education. According to the author, too many currently influential educationists, professor J. White in particular, are literally unaware that educational philosophy has a history more than three hundred years in duration. The author also believes that the history of philosophy of education has no contemporary intellectual value for philosophers of education and that in turning their back on this history in favour of attachment to currently fashionable theories in general philosophy, the latter have taken a wrong turning.

Jerome Bruner points out in his prologue to the first volume of the English translation of The Collected Works that Vygotsky flirts with the idea that language creates free will. This article attempts to consider the influence of the Dutch seventeenth-century philosopher Spinoza on Vygotsky. An account of Spinoza's anti-Cartesian conception of will is given, to which Vygotsky recognizes his indebtedness. We will consider elements of Spinoza's philosophy that were important to Vygotsky's theory of the development of intellect, and claim that an appreciation of the philosophy informing Vygotsky's theory of the development of intellect is necessary if the full implications of his project are to be grasped. [ABSTRACT FROM AUTHOR]

The article presents the author's insight on his experience with the Philosophy of Education Society of Australasia (PESA). He describes his first PESA conference, recalling meeting colleague Jim Walker. He regards his first conference paper being of great importance due to it being part of his socialization as philosopher of education, inducting him into PESA and it provided a venue for his ideas. He reflects on deciding to complete his doctorate in Philosophy of Education and regards it as a turning point for it allowed him to combine his interests in education and philosophy and work with colleague Jim Marshall. He also believes that it is essential that scholars and academics are made aware of the material and historical conditions of their intellectual growth and development.