Reading R. S. Peters Today: Analysis, Ethics, and the Aims - download pdf or read online

By Stefaan E. Cuypers, Christopher Martin

ISBN-10: 1444332961

ISBN-13: 9781444332964

Examining R. S. Peters this day: research, Ethics and the goals of schooling reassesses British thinker Richard Stanley Peters’ academic writings by way of interpreting them opposed to the newest advancements in philosophy and perform. seriously reassesses R. S. Peters, a thinker who had a profound impression on a iteration of educationalistsBrings readability to a couple of key academic questionsExposes mainstream, orthodox arguments to sympathetic severe scrutiny

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Extra info for Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education (Journal of Philosophy of Education)

Sample text

In recent years it has become increasingly difficult to distinguish caricatures of postmodernism from the real thing. See, for example, Searle, 1995; Sokal and Bricmont, 1998; Crews, 2006; and Sokal, 2008. 4. Peters, 1966, p. 30. , p. 33. 5. And, incidentally, the range of meanings of both words is considerable and overlapping. See Barrow and Woods, 2006, p. 115. 6. See Barrow and Woods, 2006, p. 31, and Peters, 1966, p. 30. 7. MacIntyre (1981) rejects philosophical analysis as something that ‘will not help us’ (p.

I conclude that he has a profound appreciation for the critical importance of concepts in human practices. While his separation of second-order conceptual clarification from first-order conceptual use might be effective from a short-term professional point of view, unfortunately it limits the analytical approach. The isolation of conceptual clarification from conceptual use deprives each of an important element located in the other: conceptual use is no longer constituted as an inquiry into what our concepts mean; and conceptual clarification is no longer motivated by what matters.

For Peters, there was nothing new in this idea. ‘Socrates, Kant, and Aristotle did much the same. ). 6 Philosophers no longer presume to fix anything at the first order precisely because to do so would jeopardize their unique form of expertise, namely, that of neutrally describing our thinking. They take responsibility for identifying the logically necessary (and sufficient) conditions of our ordinary language-use. 10). This places philosophers in a unique and privileged position of being able to answer questions about the relative truth of competing worldviews by uncovering their conceptual assumptions.

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Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education (Journal of Philosophy of Education) by Stefaan E. Cuypers, Christopher Martin

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