R S Peters

—(1967c), '“Education” as a specific preparation for teaching', in R. S. Peters,
Education and the Education of Teachers. London: Routledge & Kegan Paul, pp.
151–66. —(1969a), 'The meaning of quality in education', in R. S. Peters, ...

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

Peters, R. S. (1973a) Freedom and the Development of the Free Man, in: P. H.
Hirst and P. White (eds) Philosophy of Education. Major Themes in the Analytic
Tradition. Volume II: Education and Human Being (London, Routledge, 1998), pp
.

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

Authority Responsibility and Education

The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims.

Authority  Responsibility and Education

First published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author’s teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.

The Concept of Education

The Concept of Education


Ethics and Education Routledge Revivals

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy.

Ethics and Education  Routledge Revivals

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal to both teachers and students of philosophy as well as education.

Business Education and Training Instilling values in the educational process

Green uses Israel Scheffler's example of teaching in his analysis but prefers to
use "instruction" in his model. 7. See T. Green, The Activities of Teaching (New
York: McGraw-Hill, 1971), R.S. Peters, "What is an Educational Process," in R.S. ...

Business Education and Training  Instilling values in the educational process

Co-published with the Oxford Philosophy Trust, this third volume of collected papers focuses on the moral and ethical concerns and theological reflections encountered in professional training. Essential for those involved in the instruction and training of other professionals.

The Concept of Motivation

Despite its original publication date, the book explores topics which are still of great interest to us today. ‘This is indeed an outstanding book; perhaps the best study in philosophical psychology to appear since Ryle and a work which [ ...

The Concept of Motivation

First published in 1958 with a second edition in 1969, The Concept of Motivation looks philosophically and psychologically at the idea of motivation in order to explain human behaviour. Chapters cover types of explanation in psychological theories, motives and motivations, a look at Freud’s theory, drive theories, and regression to hedonism. Despite its original publication date, the book explores topics which are still of great interest to us today. ‘This is indeed an outstanding book; perhaps the best study in philosophical psychology to appear since Ryle and a work which [...] will remain a classic for many years’ Philosophy

Social Principles and the Democratic State Routledge Library Editions Political Science Volume 4

This book, originally published in 1959, makes explicit the social principles which underlie the procedures and political practice of the modern democratic state.

Social Principles and the Democratic State  Routledge Library Editions  Political Science Volume 4

This book, originally published in 1959, makes explicit the social principles which underlie the procedures and political practice of the modern democratic state. The authors take the view that in the modern welfare state there are porblems connected with the nature of law, with concepts like rights, justice, equality, property, punishment, responsibility and liberty and which modern philosophical techniques can illuminate.

Education and the Education of Teachers International Library of the Philosophy of Education volume 18

This collection of important and significant papers examines a wide range of issues.

Education and the Education of Teachers  International Library of the Philosophy of Education volume 18

This collection of important and significant papers examines a wide range of issues. One of the author's main concerns is to clarify the meaning of 'education' and 'quality in education' - a phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of 'liberal education' are also exposed, and Herbert Spencer's question 'What knowledge is of most worth?', vital in the light of the recent vast development of knowledge, is considered. The first section of the collection clarifies different aspects of the concept of education and to reflect upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato's conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.

Education and the Education of Teachers

R.S. Peters. or history, who has to contribute to a course which is primarily
vocational in its emphasis. On the one hand he is under pressure from others,
and perhaps also from hisown inclinations or sense of obligation, to add the
voice of his ...

Education and the Education of Teachers

First Published in 1977. Routledge is an imprint of Taylor & Francis, an informa company.

Fifty Modern Thinkers on Education

CHRISTINE THOMPSON R.S. PETERS 1919± Education, then, can have no
ends beyond itself. ... To be educated is not to have arrived at a destination; it is
to travel with a different view.1 Richard Stanley Peters is the founding father of
British ...

Fifty Modern Thinkers on Education

Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Among those included are: * Pierre Bourdieu * Elliot Eisner * Hans J. Eysenck * Michel Focault * Henry Giroux * Jurgen Habermas * Susan Isaacs * A.S. Neill * Herbert Read * Simone Weill. Together with Fifty Major Thinkers on Education this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.

Moral Development and Moral Education Routledge Revivals

First published in 1981, this collection of essays was taken from Peters’ larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students.

Moral Development and Moral Education  Routledge Revivals

First published in 1981, this collection of essays was taken from Peters’ larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students. Peters’ background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: ‘Freud’s theory of Moral Development in Relation to that of Piaget’ and ‘Moral Education and the Psychology of Character’. He also displays balance in his acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today.

The Good Life of Teaching

Chapter 4 Ritual, Imitation and Education in R. S. Peters BRYAN R. WARNICK
INTRODUCTION Over the past four decades, the concept of ritual has been
increasingly used to study schools and the process of education. Ritual has been
 ...

The Good Life of Teaching

The Good Life of Teaching extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently

Philosophy of Development

Peters, R. S. (1963). Authority, responsibility and education. London: Allen &
Unwin. Peters, R. S. (1972). Education and human development. In R. F.
Dearden, P. H. Hirst & R. S. Peters (Eds.), Education and the development of
reason.

Philosophy of Development

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development and education.

Vocational and Professional Capability

O'Reilly, N. (1996) 'Skills myths', Personnel Today, 16 July, 23–6. Passmore, J. (
1988) Recent Philosophers. London: Duckworth. Peters, R. S. (1964) Education
as Initiation. London: University of London Institute of Education/Evans Brothers ...

Vocational and Professional Capability

The central claim of this fascinating monograph is that strategies for vocational and professional education adopted by the UK over the last two decades are founded upon a number of fundamental and fatal errors. The essential problem is that these strategies derive from a number of philosophical confusions about what it is to be skilled, competent or capable. The aim of the book is to unravel the philosophical assumptions at the heart of current strategies, examine their shortcomings and propose a more coherent account of vocational and professional capability. It will be argued that not only does this have serious practical implications for the vocational curriculum, teaching, learning and assessment, but that it indicates the need for an urgent and radical reassessment of the relationship between vocational, general and academic education.

Education Values and Mind International Library of the Philosophy of Education Volume 6

R.S.Peters, Ethics and Education, p. 178 One of the most characteristic themes of
R.S.Peters's writings on education throughout his career is an insistence on the
centrality of the development of the understanding to any worthwhile education.

Education  Values and Mind  International Library of the Philosophy of Education Volume 6

The subjects discussed in this volume range from political education to the education of the emotions, and from motivation to the training of teachers. Apart from its value as a testimony to Professor Peters' impact, the volume will stimulate reflection on central issues in the philosophies of education, mind and value.

Official Register of the United States

Peters , R.S Peters , S. G Peters , S.J. Peters , T. V Peters , W. Peters , W. A Peters
, w.G Peters , w.H Peters , W.M. Peters , W.R Peters , W. T Petersburgh , R. R.
Petersen , A.J Petersen , C Petersen , D. A Petersen , E Petersen , Emilie
Petersen ...

Official Register of the United States


Education in a Post Metaphysical World

R. S. Peters' rejects the idea that educational judgments represent an
autonomous domain of practical reasoning – theideathat actionsand policies
canbejustified through appeal toa formal practical principle distinct from either
morality or ...

Education in a Post Metaphysical World

What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.

Maryland Reports

Peters ' Adm'r rs . Peters . answered the same , as appeared by copy of said bill
and answer , filed as a part of appellant's answer . The appellant submitted that
the final accounting of his administration must necessarily and legally be with the
 ...

Maryland Reports