الأسس الفلسفية للتربية وانعكاساتها على النظرية التربوية
The study aimed to investigate the philosophical foundations of education and their implications for the educational theory through discussing the conceptual framework of philosophical foundations of education and the educational theory, in addition to discussing the impact of the educational philosophy on building the educational theory. The researcher used the method of ''Content Analysis'' through the philosophical and inductive analysis of the contents of the related literature, including references, scientific studies and theories that are related to the topic of the present study. The study revealed that the concept of philosophical foundations of education refers to the field that investigates the relationship that relates philosophy with education and the prevalent philosophy in the society, that guides the educational work and identifies its goals, content of its curricula, and techniques, styles and procedures that achieve those goals through those curricula, whereas philosophy of education means the philosophical study of the issues and problems of education. Therefore, foundations of education become a branch of the philosophy of education and the philosophical foundations of education become a branch of the foundations of education. The study revealed, also, a variety of viewpoints regarding the nature of the relationship between the educational theory and the philosophy of education, most prominent of which is that the philosophy of education is a source for the educational theory, a directive and server of the educational process, or the point of contact between the theoretical level of the philosophical analysis and the practical level of educational decisions and choices. The study concluded that awareness of the total cognitive conditions, from which the philosophical foundations of education emerged, and the cognitive premises, upon which the educational theories were built, provide us with a deeper understanding of the relationship between them and the implication of both for each other. (Published abstract)