This article was first published in 1982 in Educational Analysis (4, 75–91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), Philosophy of education: Major themes in the analytic tradition, Vol. 1, Philosophy and education, Part 1, pp. 61–78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield University teaching the subject to Master’s students on both full- and part-time programmes. My first degree was in philosophy, read under D. W. Hamlyn and David Cooper (...) and, given their interests, inevitably emphasized the philosophy of language, in particular the work of Wittgenstein in this field. When I subsequently turned my attention to the philosophy of education it seemed obvious to me that there were serious problems with Professor Peters’ approach to language, and I had particular difficulties with his approach to criteria, meaning theory and what seemed an odd interpretation of a transcendental argument. This article thus set out to show that the then dominant form of philosophy of education seemed not to take account of developments in the philosophy of language that preceded Professor Peters’ early work by at least a decade and which cast serious doubt on the enterprise as it was then understood. As the articles in the 1998 collection indicate, I was not alone in thinking there was something amiss, although at the time I seemed to be ploughing a somewhat lonely furrow. In revisiting this early article some 30 years after it was first published I have found to my surprise that there is little I would now change, although I have been forcibly reminded of the very lively discussions Professor Peters and I had over these issues. The fact that there is little I would now add to, or subtract from, my critique is in itself a telling comment on the enduring and influential legacy of the approach to the philosophy of education that Professor Peters championed so powerfully. (shrink)

The relationship of word-meaning to speaker's-meaning has not been examined thoroughly enough. Some philosophical problems are solved and others made plainer if the full consequences of a proper relationship between these two is worked out.

The Dalai Lama is fond of quoting a verse attributed to the Buddha to the effect that as the wise examine carefully gold by burning, cutting and polishing it, so the Buddha's followers should embrace his words after examining them critically and not just out of respect for the Master. A role for critical thought has been accepted by all Buddhists, although during two and a half millennia of sophisticated doctrinal development the exact nature, role and range of critical thought (...) has been extensively debated. In general doctrinal difference in Buddhism has been seen as perfectly acceptable, reflecting different levels of understanding and therefore different stages on the path to enlightenment. Buddhism has tended not to look to or expect doctrinal orthodoxy, although there has always been a much stronger impetus towards orthopraxy, and common code and behaviour has perhaps played a comparable role in Buddhism to common belief and creed in some other religions. Nevertheless an acceptability of doctrinal divergence has not lessened the energy and vigour devoted to lengthy and sometimes fiercely polemical debate between teachers and schools. This was nowhere more so than in Tibet, where doctrinal debates—sometimes lasting all night—to the present day form the central part of a monastic education in most of the largest Tibetan monastic universities. (shrink)

It has been said that the tendency to make use of examples drawn from literature in discussing problems in moral philosophy is not only dangerous, but needless. Dangers there certainly are, but these have little to do with the reasons offered for the needlessness of such examples. Examples drawn from literature, it is said, introduce an unnecessary complexity into one's philosophising. Indeed, as Peter Winch has pointed out, according to ‘a fairly well-established … tradition in recent Anglo-Saxon moral philosophy … (...) it is not merely permissible, but desirable, to take trivial examples. The rationale of this view is that such examples do not generate the emotion which is liable to surround more serious cases and thus enable us to look more coolly at the logical issues involved’, and it carries the implication that ‘moral concerns can be examined quite apart from any consideration of what it is about these concerns which makes them important to us’. (shrink)

It has been said that the tendency to make use of examples drawn from literature in discussing problems in moral philosophy is not only dangerous, but needless. Dangers there certainly are, but these have little to do with the reasons offered for the needlessness of such examples. Examples drawn from literature, it is said, introduce an unnecessary complexity into one's philosophising. Indeed, as Peter Winch has pointed out, according to ‘a fairly well-established … tradition in recent Anglo-Saxon moral philosophy … (...) it is not merely permissible, but desirable, to take trivial examples. The rationale of this view is that such examples do not generate the emotion which is liable to surround more serious cases and thus enable us to look more coolly at the logical issues involved’, and it carries the implication that ‘moral concerns can be examined quite apart from any consideration of what it is about these concerns which makes them important to us’. (shrink)

Michael Dummett has claimed that the only way to establish communication between the analytic and Continental schools of philosophy is to go back to their point of divergence in Frege and the early Husserl. In this paper, I try to show that Dummett's claim is false. I examine in detail the discussions at the infamous 1958 Royaumont Colloquium on analytic philosophy. Many ? including Dummett ? believe that these discussions underscore the futility of attempting to bridge the gap between Continental (...) and analytical philosophies in anything like their current shapes. I argue, however, that a close study of the Royaumont proceedings rather reveals how close some of the analytical speakers were to some of their Continental listeners. (shrink)