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 (...) might again point the way towards a form of academic philosophy of education that is both relevant and reasonably respectable. (shrink)

This short note takes two quotations from Snooks’ recent editorial on neuroeducation and teases out some further details on the philosophy of neuroscience and neurophilosophy along with consideration of the implications of both for philosophy of education.