R. S. Peters' Normative Conception of Education and Educational Aims

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22 citations0/0 files storedJournal of Philosophy of Education

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Education, Philosophy, and Society Educational Theory and Curriculum Studies Pragmatism in Philosophy and Education

Abstract

This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century.

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References

1954Philosophical Investigations 1997Creating Citizens 2009Democracy and Education 2008Leaders in Philosophy of Education 1996Democracy and the Arts of Schooling

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2017A theory of education

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