The Study aimed at recognizing the problem of the stable and the
changeable and its educational dimensions. To achieve this aim, the study
try, through its use of a comparative deconstruction course, to clarify that
there are two opposite philosop
hies that are related to educational work.
The first philosophy sees that the basic principles of education recur and
never change, whereas the second philosophy sees that the only way for
arrangement for a changeable society is to face the educational thought
that believes in continuous renwal to set up the experience. The study
introduced a suggested conception for educational philosophy that forms,
in its abstract, a moderate stance.
