Philosophy matters profoundly, immediately and in an enduring way to policy in general and education policy in particular. Without it we are more likely to be ignorant or confused about what we are doing or intending and why; we are more likely to pursue problems that do not deserve our attention and/or attend too little to those that do; and we are likely to deny the possibility of wisdom and justice in favour of a purely technical and therefore pointless proficiency. In other words, without philosophy education policy is more likely to be muddled and inconsistent, overly concerned with the tangential or the trivial, and so tremendously busy with getting things done that the possibility of foolishness outweighs the likelihood of wisdom.
Fielding, M. (2000). Education policy and the challenge of living philosophy Journal of Education Policy, 15, 377-381 (page 377).