John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o.

In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in Peters? time there, (...) and then discusses the current state of philosophy of education, using New Zealand as an example of opportunities and challenges. Finally, asking whether Peters was nearly right about the place of philosophy in the training of teachers, it is concluded that he was right about its importance but got it wrong about his conception of philosophy. (shrink)

Alan Simpson; The Usefulness of ‘Aesthetic Education’, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 273–280, https://doi.org/10.11.

Wilna A J Meijer; The Concept of Education in Contemporary Dutch Philosophy of Education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, P.

A sample of 711 16 year old adolescents completed an Anglicised form of the Dommert revision of the Rokeach Dogmatism Scale, together with the Junior Eysenck Personality Inventory and Raven's Standard Progressive Matrices. They also provided information about church attendance, personal prayer and paternal occupation. The data demonstrate that higher dogmatism scores are associated with lower IQ scores, lower social class backgrounds, higher neuroticism scores, higher lie scale scores and being male. No correlation was found between dogmatism scores and personal (...) prayer, church attendance or extroversion scores. These findings are discussed against the wider background of the personal and social correlates of dogmatism. (shrink)