Learning Our Concepts
Learning Our Concepts
Bibliographic Data
| ID | 11953443 |
|---|---|
| Authors | Megan Laverty (0000-0003-1621-0144, Faculty of 1000 (United States), corresponding author), Megan J Laverty |
| Year | 2009 |
| Volume | 43 |
| Pages | 27-40 |
| Publication date | 2009-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.2010.00753.x |
| OpenAlex | W1899077744 |
| Language | EN |
| Citations received | 7 |
| References cited | 10 |
Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just academically trained philosophers, must fulfil. I conclude that the role of philosophy in education is to provide a conversational context for the pedagogical dimension of concepts. I draw upon the philosophies of Cora Diamond, Stephen Mulhall, Iris Murdoch and Rush Rhees
Context (archaeology · Dimension (graph theory · Epistemology · Higher education · Obligation · Order (exchange · Philosophy of education · Sociology · Ethics, Aesthetics, and Art · Philosophy · Philosophy and Literary Analysis · Philosophy, Ethics, and Existentialism
Iris Murdoch and moral education
Changing the Definition of Education. On Kant’s Educational Paradox Between Freedom and Restraint
Moral philosophy, Te Whāriki and gender
The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children
Sustaining What is Valuable
The Case of M and D in Context
Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,47 |
| Citation span | 2011 - 2023 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |