Philosophy deals with various questions regarding the possibility and status of knowledge. Epistemology, logics and philosophy of science each theorize about the possibility of ?coming to know?. The actual process of imparting such knowledge, in other words, educational processes in the widest sense, can be analyzed from a number of philosophical perspectives. Aside of questions concerning the status of the knowledge to be imparted and acquired, such educational processes particularly raise questions from a socio-philosophical point of view: How should a society organize educational processes? Which aims should be pursued in the course of such processes? What form should the relationships between those involved in such processes take on? In the course of the thesis the educational concept of three philosophers, which each came to be known primarily for their work in other areas than education, is discussed. The educational concepts of John Dewey (1859-1952), Bertrand Russell (1872-1970) and (to a lesser extent) Alfred Whitehead (1861-1947) should each be seen as part of a wider socio-philosophical oeuvre. After an outline of the main points of their educational concepts, the thesis discusses those aspects which are crucial from a socio-philosophical point of view. Subsequently, based on the work of Ernst Topitsch (1919-2003), some aspects of those educational conceptions are analyzed with regard to the critique of ideology. The main concern here is in what ways a particular educational conception can contribute to an individual?s ability to take up an attitude that is critical of ideology, more specifically, ideological content. The goal of the thesis is to outline the educational concepts of Dewey, Russell and Whitehead from a socio-philosophical perspective and to analyze them with regard to their potential to impart an attitude that is critical of ideology.