A new interpretation of educational philosophy that traces its origins to both social science and philosophy.

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs to choose, (...) and that, partly consequentially, there is a relative lack of philosophical expertise among today's ‘philosophers of education’. Furthermore, his methodology vindicated, it can be said that Peters was indeed ‘nearly right about education’, perhaps more so than he has subsequently come to believe himself. (shrink)

"This book proposes the model of the 'ethical teacher' - one who understands both the moral purpose of education and the importance of viewing the process of teaching as basically ethical in nature." --book cover.

First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at (...) ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s _Ethics and Education _and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader. (shrink)

Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

In the English-speaking world conceptual analysis was seen for some years as the principal method of philosophizing and at times was even taken as equivalent to philosophy itself. In recent years it has come under attack as socially conservative and intellectually barren. It is my view that in many ways conceptual analysis was beneficial to philosophy: in its concern for clarity and precision it reminded us of much which philosophers must never forget. I would hope, however, that we are now (...) in a position to see it more as a tool of philosophy than as a substitute for it. (shrink)