This study focuses on Charles Taylor’s educational thought with a view to understanding his contributions to the discipline of Philosophy of Education. No comprehensive study of Charles Taylor’s educational thought has been attempted. There is a single dissertation and a dozen or so published periodical articles that do take Taylor’s educational views into consideration, to be sure. Yet these studies, which limit themselves to Taylor’s account of the recognition and/or non-recognition of identity in multicultural societies, are insufficient on five accounts: i) they are indifferent to the historical nature of Taylor’s scholarly work; ii) they neglect the philosophical sources of his educational thought; iii) they fail to highlight the interconnections between the key educational themes he takes up; iv) they disregard his major critics and the dialectical tensions raised by these critics; and v) they are somewhat dated in that they do not consider his more recent scholarship. My dissertation seeks to fill these scholarly gaps. My thesis is that an inner logic is implicit in Charles Taylor’s educational thought. I argue that Taylor’s views on the modern condition, (i.e. in his readings of Descartes, Kant, Herder, and Hegel), are closely interwoven with his views on modern education, and that interconnected currents in the modern history of ideas elucidated by Taylor, (i.e. scientific rationality, exclusive humanism, and the ethics of authenticity), have contributed to the rise of, and the sensitivity toward, both the theory and the practice of the politics of recognition in contemporary educational institutions. I conclude that an education for culturally diverse minds and hearts, anchored in human, historical, and epistemological recognition, and democratically open to both immanence and transcendence, is the true calling of Taylor’s educational thought.