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Thisdissertationexplores thenatureofphilosophy, theaimsofeducation,andthe connectionbetweenthetwo.Inthisintroduction,Ianticipatethechaptersthat followbyarticulating,inboldterms,someoftheirprincipalrefrains. Itmightbesaidthatphilosophicalthinkingonlybeginstounderstand itself whenitremembers theuntiringuniversalityoflanguage;butsuchactsof rememberingareperhapslikearrivingatanendlessbeginning.Tothinkthisisnot exactlytodeny,buttoventurebeyond, LudwigWittgenstein'sannouncementinthe Investigations:"Ifonetriedtoadvancetheses inphilosophy,itwould neverbe possibletodebatethem,becauseeveryonewouldagreetothem"(1958,§ 128; originalitalics).1 Wemustventurebeyondthatbecause,althoughitistruethat "Philosophyputseverythingbeforeus,"itcannothonestlyimagineitselfdoingsoin suchawaythat"everythingliesopentoview,"asWittgensteinsaysitdoes (§126). Hans-GeorgGadamer'sidea,forexample,thatallunderstandingand misunderstandingpresupposes"adeepcommonaccord"(1966b,p.7)issupposed tobeapartoftheaccorditself- aphilosophicalthesistowhicheveryone, includingWittgenstein,mightagree.What,though,doessuchathesisactuallysay?It doesnotpresentatantalizingphilosophicalprobleminthetraditionalsense,but 'mereagreement' fallsradicallyshorthere:forhavingheardthephrase'deep commonaccord'wecanhardlyreturntoourdailylivesandfailtowonderwhatitis allofusalreadyagreeonsoprofoundly,orwhatitcouldpossiblymeantohavesuch