Education needs the guidance of philosophy. On the one hand, philosophy can directly provide the foundation, thinking mode, thinking route and value orientation for the study of educational problems, criticize the existing educational concepts and thinking methods, and provide a variety of possible ideas for new educational theories and research. On the other hand, educational activities themselves also need philosophy.

At a deeper level, education essentially belongs to the category of philosophy. In this regard, George Naylor, an American educational philosopher, said that most general educational problems are ultimately problems of philosophy itself. If we don't think about general philosophy, we can't criticize the current educational rationality and policies, and we can't put forward new ideals and policies.

Educational activities need correct philosophy as guidance, and education in each era is always determined by the philosophy of that era. As a philosophy of world outlook and methodology, it can play a guiding role in human educational activities. The reason why philosophy can guide educational practice is determined by the nature of education, and more importantly by the nature of philosophy itself.

Marxism holds that if a nation wants to stand at the highest peak of science, it can't do without theoretical thinking for a moment. This indirectly tells us that philosophy is a subject that can improve people's theoretical thinking level. Education is a rational practical activity with a clear purpose, which requires higher theoretical thinking of educators.