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

Journal of Philosophy of Education 43 (s1):97-108 (2009)
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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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reprint Katz, Michael S. (2011) "R. S. Peters' Normative Conception of Education and Educational Aims". In Cuypers, Stefaan E., Martin, Christopher, Reading R. S. Peters Today, pp. 94–105: Wiley‐Blackwell (2011)

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Michael Katz
San Jose State University

Citations of this work

The Epistemology of Education.Lani Watson - 2016 - Philosophy Compass 11 (3):146-159.
School Discipline, Educational Interest and Pupil Wisdom☆.James MacAllister - 2013 - Educational Philosophy and Theory 45 (1):20-35.
What Does It Mean to Be an Educated Person?Naomi Hodgson - 2010 - Journal of Philosophy of Education 44 (1):109-123.

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References found in this work

Democracy and education : An introduction to the philosophy of education.John Dewey - 1916 - Mineola, N.Y.: Macmillan. Edited by Nicholas Tampio.
Philosophical investigations.Ludwig Wittgenstein & G. E. M. Anscombe - 1953 - Revue Philosophique de la France Et de l'Etranger 161:124-124.
Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
The philosophy of education.Richard Stanley Peters - 1973 - [London]: Oxford University Press.

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