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)

Formation of the concept of embodiment in the contemporary philosophy and neuroscience, and elaborating and developing of it in recent century, open a lot of approaches up in different fields; one of them is educational sciences. As the theory is revolutionary, its employment in other fields would be revolutionary necessarily. Yet theories related to embodiment and knowledge take many different forms and have many different theorists and schools. In this paper, having Gilles Deleuze’s doctrines in mind, especially the concept of (...) rhizome, we try to elicit his doctrines about embodiment. Thus, doctrines of one of important contemporary philosophers would be related to one of most important contemporary theories. Then, we will apply the results to education. This paper, in fact, has two main parts: first, Deleuze and embodiment, and second, applying it to education. In the latter, a few elements of education, i.e., the role of student, the class and school, would be seen in the light of what is come from the former. (shrink)