No one in the development of modern, analytical philosophy of education has played so dominant a role as British philosopher Richard Stanley Peters. Seeking to bring clarity, argumentative structure, and a new seriousness to the discipline in the early 1960s, Peters also inspired and facilitated the growth of publication in the field. His prodigious output encompassed foundational conceptual analysis of education and teaching, examination of justifications of educational aims and the curriculum, and enquiry into ethical development and moral education. Reading R. S. Peters Today: Analysis,…mehr
No one in the development of modern, analytical philosophy of education has played so dominant a role as British philosopher Richard Stanley Peters. Seeking to bring clarity, argumentative structure, and a new seriousness to the discipline in the early 1960s, Peters also inspired and facilitated the growth of publication in the field. His prodigious output encompassed foundational conceptual analysis of education and teaching, examination of justifications of educational aims and the curriculum, and enquiry into ethical development and moral education. Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education reassesses Peters' educational writings by exposing them to the critical glare of the most recent developments in philosophy and practice. Peters' work is analysed from a wide range range of perspectives, which, taken together, will reveal the extent to which his body of work survives as a serious contribution to central questions in ethics and epistemology, politics, and moral psychology. Contributions also show the ongoing significance of R. S. Peters for the field of education today. Reading R. S. Peters Today represents a timely and important critical reassessment of one of the founding fathers of contemporary philosophy of education.
Stefaan E. Cuypers is Professor of Philosophy at the Katholieke Universiteit Leuven, Belgium. Cuypers is the author of Self-Identity and Personal Autonomy (2001), co-author of Moral Responsibility, Authenticity, and Education (2008), and an invited contributor to The Oxford Handbook of Philosophy of Education (2009). Christopher Martin is Senior Lecturer at Roehampton University, London. While he presently works in philosophy of education, political and moral philosophy, Martin is a former school principal in Canada, where he taught in a number of subject areas such as literature and science, and worked with kindergarten through high school level students.
Inhaltsangabe
Notes on Contributors vii
Preface xi Paul Standish
Introduction
Reading R. S. Peters on Education Today Stefaan E. Cuypers and Christopher Martin 1
I. The Conceptual Analysis of Education and Teaching
1 Was Peters Nearly Right About Education? Robin Barrow 6
2 Learning Our Concepts Megan Laverty 24
3 On Education and Initiation Michael Luntley 38
4 Ritual, Imitation and Education in R. S. Peters Bryan Warnick 54
5 Transformation and Education: the Voice of the Learner inPeters' Concept of Teaching Andrea English 72
II. The Justification of Educational Aims and theCurriculum
6 R. S. Peters' Normative Conception of Education andEducational Aims Michael Katz 94
7 On the Worthwhileness of Theoretical Activities Michael Hand 106
8 Why General Education? Peters, Hirst and History John White 119
9 The Good, the Worthwhile and the Obligatory: Practical Reasonand Moral Universalism in R. S. Peters' Conception ofEducation Christopher Martin 138
10 Overcoming Social Pathologies in Education: On the Concept ofRespect in R. S. Peters and Axel Honneth Krassimir Stojanov 156
III. Aspects of Ethical Development and MoralEducation
11 Reason and Virtues: The Paradox of R. S. Peters on MoralEducation Graham Haydon 168
12 Autonomy in R. S. Peters' Educational Theory Stefaan E. Cuypers 185
IV. Peters in Context
13 Richard Peters and Valuing Authenticity Mike Degenhardt 205
14 Vision and Elusiveness in Philosophy of Education: R. S.Peters on the Legacy of Michael Oakeshott Kevin Williams 219
