Reflections on Peters’ View of the Nature and Purpose of Work in Philosophy of Education
Bibliographic Data
| ID | 8857697 |
|---|---|
| Authors | David Aspin (Monash University, corresponding author), D N Aspin (Monash University) |
| Year | 2013 |
| Volume | 45 |
| Issue | 2 |
| Pages | 219-235 |
| Publication date | 2013-01-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2012.752980 |
| OpenAlex | W2166006768 |
| Language | EN |
| References cited | 23 |
In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ‘London line’ in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues inherent in the contexts and political considerations beginning to impinge on education in the 1980s and beyond. I argue that there is much to be said for adopting a postempiricist problem-solving approach and point to the ways in which an evolutionary epistemology may be usefully applied to many of the problems of modern educational discourse. But I also seek to show how the abiding axiological concerns of Peters may still serve as the substantive background and definition of the value emphasis of the aims and directions in which philosophers of education are currently still working
Analytic philosophy · Contemporary philosophy · Epistemology · Higher education · Philosophy of education · Point (geometry · Political science · Politics · Set (abstract data type · Sociology · Value (mathematics · Work (physics · Computer Science · Epistemology, Ethics, and Metaphysics · Law · Mathematics · Philosophy · Philosophy, Ethics, and Existentialism · Wittgensteinian philosophy and applications
Anarchy, State, and Utopia
The Logic of Scientific Discovery
IX.—Essentially Contested Concepts
Social Principles and the Democratic State
On Knowledge and Education
Individuals
Philosophy and educational theory
Work-place Democracy and Political Education[1]
Class, Culture and Education
The philosophy of education society of Great Britain
Theory and Practice in Education
Conduct
Moral Education in a Secular Society
Common Sense and the Curriculum
Theory and the Practice of Education
New Essays in the Philosophy of Education
Psychology and Ethical Development
Phenomenology and Education
Knowledge and the curriculum
The Idea of a Social Science and Its Relation to Philosophy
| Citation velocity | historical |
|---|---|
| Highly cited | No |