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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.
Self-Identity and Personal Autonomy
This title was first published in 2001: We are all persons or selves. But what exactly does it mean that we possess an identity and autonomy as persons or selves? This book explores the related problems of self-identity and personal autonomy within the framework of contemporary analytical anthropology, a blend of analytical philosophy of mind and action with moral psychology. Cuypers critically examines the empiricist bundle theory and metaphysical ego theory of self-identity as well as the hierarchical Frankfurt / Dworkin model of personal autonomy. Arguing that all these standard views are found wanting, Cuypers then offers an alternative 'personalist' theory of personal identity, plus an innovative 'moderately heteronomous' theory of autonomy without ever going beyond the analytical frame of reference. In critical discussion with analytical philosophers such as Derek Parfit, John Perry and Harry Frankfurt, this book develops an original perspective on the nature of persons or selves that is orthogonal to the received views in analytical anthropology. Stefaan E. Cuypers is Professor at the Institute of Philosophy, Catholic University of Leuven, Belgium
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
Human Action, Deliberation and Causation
There is an interesting and far-reaching disagreement between Smith and Frederick Stoutland. In his 'The Real Reasons' Stoutland argues that one of the mistakes that turned the belief-desire model of action into the 'received view' is the underlying commitment to the idea that there is an underlying unity to all action explanations. According to Stoutland the unity is no deeper than the superficial fact that actions are responses of agents to the world, and the challenge for the philosophy of action is to make sense of that fact without falling victim to the un fruitful assumption that reasons should be understood as the normative content of determinate representational inner states of agent...
Action in Context
The book illustrates the concept of action in three different contexts - the justification of actions, people's life history, and pragmatism. The special feature of this book is that a comprehensive view of this kind marks a departure from the atomistic approach of action theory, which in itself raises a number of questions. If actions are not justified by mental states, how can persons then act for reasons? How can persons' actions over time be described, and what is the connection with the question of personal identity? If there is to be a unified understanding of the person, does the practical have to take precedence over the theoretical, and what does this mean for epistemology, for example? The ten contributors to this volume engage in an instructive manner with these and similar questions in the three sections of the book.
International Handbook of Philosophy of Education
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of th...
Emilie of Over opvoeding, onderwijs en opera
Voeden wij vandaag nog echt op? In 1762 verscheen Jean-Jacques Rousseau’s Émile, ou De l’éducation, de bijbel van alle progressieve of kindgerichte opvoeding. In dit verrassende boek schrijft Stefaan Cuypers het alternatieve verhaal over Emilie – het denkbeeldige, vrouwelijke spiegelbeeld van Émile. De auteur pleit voor een liberaal-traditionalistische opvoeding met respect voor zowel de waarden van autonomie en authenticiteit als de autoritatieve cultuuroverdracht door de school. Onderwijs in de menswetenschappen is hierbij even levensnoodzakelijk als STEM-geletterdheid. Opvallend genoeg verschaft de ‘elitaire’ kunstvorm opera een democratische toegang tot een humanistische vorming voor iedereen. Voorstanders van het klassieke, westerse opvoedingsproject kunnen vandaag een beroep doen op de operawereld om aan alle kinderen en jongeren nog steeds een echte opvoeding te geven.
Incompatibilism's Allure
The role of freedom in assigning moral responsibility is one of the deepest problems in metaphysics and moral theory. Incompatibilism’s Allure provides original analysis of the principal arguments for incompatibilism. Ishtiyaque Haji incisively examines the consequence argument, the direct argument, the deontic argument, the manipulation argument, the impossibility argument and the luck objection. He introduces the most important contemporary discussions in a manner accessible to advanced undergraduates, but also suited to professional philosophers. The result is a unique and compelling account for incompatibilism’s continuing allure.
