Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice.
* Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists
* Brings clarity to a number of key educational questions
* Exposes mainstream, orthodox arguments to sympathetic critical scrutiny
Inhoudsopgave
Notes on Contributors vii
Preface xi
Paul Standish
Introduction
Reading R. S. Peters on Education Today
Stefaan E. Cuypers and Christopher Martin 1
I. The Conceptual Analysis of Education and Teaching
1 Was Peters Nearly Right About Education?
Robin Barrow 6
2 Learning Our Concepts
Megan Laverty 24
3 On Education and Initiation
Michael Luntley 38
4 Ritual, Imitation and Education in R. S. Peters
Bryan Warnick 54
5 Transformation and Education: the Voice of the Learner in
Peters’ Concept of Teaching
Andrea English 72
II. The Justification of Educational Aims and the
Curriculum
6 R. S. Peters’ Normative Conception of Education and
Educational Aims
Michael Katz 94
7 On the Worthwhileness of Theoretical Activities
Michael Hand 106
8 Why General Education? Peters, Hirst and History
John White 119
9 The Good, the Worthwhile and the Obligatory: Practical Reason
and Moral Universalism in R. S. Peters’ Conception of
Education
Christopher Martin 138
10 Overcoming Social Pathologies in Education: On the Concept of
Respect in R. S. Peters and Axel Honneth
Krassimir Stojanov 156
III. Aspects of Ethical Development and Moral
Education
11 Reason and Virtues: The Paradox of R. S. Peters on Moral
Education
Graham Haydon 168
12 Autonomy in R. S. Peters’ Educational Theory
Stefaan E. Cuypers 185
IV. Peters in Context
13 Richard Peters and Valuing Authenticity
Mike Degenhardt 205
14 Vision and Elusiveness in Philosophy of Education: R. S.
Peters on the Legacy of Michael Oakeshott
Kevin Williams 219
Index 237
Over de auteur
Stefaan E. Cuypers is Professor of Philosophy at the
Katholieke Universiteit Leuven, Belgium. Cuypers is the author of
Self-Identity and Personal Autonomy (2001), co-author of
Moral Responsibility, Authenticity, and Education (2008),
and an invited contributor to The Oxford Handbook of Philosophy
of Education (2009).
Christopher Martin is Senior Lecturer at Roehampton
University, London. While he presently works in philosophy of
education, political and moral philosophy, Martin is a former
school principal in Canada, where he taught in a number of subject
areas such as literature and science, and worked with kindergarten
through high school level students.
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