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Switch to: References
Citations of:
Was Peters Nearly Right About Education?
Journal of Philosophy of Education 43 (supplement s1):9-25 (2009)
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. Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002. |
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During the second half of the 20th century education has been recognized as a human right in several international conventions, and the UN also holds that “Education shall be free” and that “Elementary education shall be compulsory” (UN, 1948, Article 26). The education-as-a-human right-project could be viewed as a good intention of global inclusion in recognizing that all individuals have a right to education in virtue of being humans, and the idea of education as a human right thus has a (...) |
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I argue that, after Dewey, Peters was the first modern philosopher of education to write material (in English) that was both philosophically respectable and relevant to the day-to-day concerns of teachers. Since then, some philosophers of education have remained (more or less) relevant but not really respectable while others have ?taken off into the skies? learning acclaim from the philosophical community but ceasing to produce anything which would be of any relevance to teachers in their work. I suggest that Peters (...) |
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This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by (...) |
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Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical (...) |
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