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Reading R. S. Peters Today
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
Education, Values and Mind (International Library of the Philosophy of Education Volume 6)
R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.
R. S. Peters
What does it mean to say that someone is an educated person? How do we know what's worth including in a school curriculum? Is a good moral education about developing good habits, or critical thinking? What role does the development of knowledge and understanding play in living a good life? These are all questions that were robustly taken up by the philosopher of education, R.S. Peters. In an era of immense reform (and confusion) about the values, aims and purposes of education, Peters developed a clear and nuanced account of what education is really about and how educational policy and practice can make good on its promise. This text undertakes a careful and accessible reconstruction of the major themes of Peters' thought in order to demonstrate the continuing relevance of his project, both for educational researchers and teachers and student teachers seeking to better understand the nature and scope of their work and study.
R.S. Peters
R.S. Peters is indisputably a major thinker in the philosophy of education and educational theory. Stefaan E. Cuypers and Christopher Martin's volume offers a coherent account of Peters' educational thought. This work is divided into three distinctive parts: 1. Intellectual Biography of R.S. Peters 2. Critical Exposition of R.S. Peters' Educational Thought 3. Reception and Relevance of R.S. Peters' Work.
R. S. Peters
What does it mean to say that someone is an educated person? How do we know what's worth including in a school curriculum? Is a good moral education about developing good habits, or critical thinking? What role does the development of knowledge and understanding play in living a good life? These are all questions that were robustly taken up by the philosopher of education, R.S. Peters. In an era of immense reform (and confusion) about the values, aims and purposes of education, Peters developed a clear and nuanced account of what education is really about and how educational policy and practice can make good on its promise. This text undertakes a careful and accessible reconstruction of the major themes of Peters' thought in order to demonstrate the continuing relevance of his project, both for educational researchers and teachers and student teachers seeking to better understand the nature and scope of their work and study.
Reading R. S. Peters Today
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
The Concept of Education (International Library of the Philosophy of Education Volume 17)
A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include:the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching.
Education, Values and Mind
R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.
The Logic of Education (RLE Edu K)
This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.
