The article analyzes the features of the philosophy of education of the outstanding representative of medieval scholasticism, philosopher and teacher, Thomas Aquinas, the knowledge of which is necessary, firstly, to understand how the formation of the philosophical and pedagogical thought of Thomas Aquinas took place; secondly, to find out which educational concepts he borrowed from his predecessors, and which he introduced into pedagogical practice himself.

While the article examines the features of the philosophy of education of the founder of German classical philosophy, philosopher and teacher Immanuel Kant (1724–1804), the study revealed that the significance of his philosophy of education is so multifaceted that it will require interdisciplinary analysis, leading to the following results. Firstly, it shows in what socio-political conditions the Kantian philosophy of education was formed and what influence the ideas of Enlightenment had on it.

The article examines the philosophy of education of the outstanding representative of Ancient Greece, philosopher and teacher Plato (5th century BC). We need its knowledge, firstly, to understand how the formation of philosophical and pedagogical thought took place in Ancient Greece; secondly, to find out which educational concepts Plato borrowed from his teacher Socrates, and which ones are novices of him.

The article analyzes the philosophical and pedagogical concepts of the English scientist, philosopher and educator of XIX century, Herbert Spencer. His contribution to Western and Russian education lies in the fact that he took as a basis for the evolutionary theory of Charles Darwin «On the Survival of the Fittest Species», and for the first time in the history of pedagogical practice applied it to the education system called social Darwinism.

The article deals with the philosophical and pedagogical concepts of the German philosopher-teacher of the late 18th and early 19th centuries Friedrich Froebel, whose merit to the Western European education system is expressed in the fact that he was one of the first to develop a methodology for the work of kindergartens in the upbringing and education of young children. The purpose of the research is to solve the following tasks through the prism of F. Froebel's philosophical and pedagogical concepts.