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The purpose of this thesis is to examine the meaning of education and the role of educational philosophy through the concept of ‘unconditional understanding’ in M. Oakeshott’s On Human Conduct. Unconditional understanding is not a definitive understanding nor a complete theory but a continuous recognition of the conditionality of every understanding. In this engagement the conditions of understanding are themselves waiting to be understood and not instruments of understanding. So in every understanding there is an invitation to investigate its conditionality. Unconditional understanding has two characters, incompleteness and intimation of conversation. For the recognition and investigation of conditionality makes every understanding to be not yet understood. Furthermore it makes every conditional understanding to accept and relate other conditions without reduction or subjection, that is, in conversational encounte
