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R. S. Peters' Normative Conception of Education and Educational Aims
Author(s) -
KATZ MICHAEL S.
Publication year - 2009
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.2009.00734.x
Subject(s) - normative , philosophy of education , conversation , epistemology , field (mathematics) , sociology , education theory , normative social influence , philosophy , higher education , law , political science , mathematics , communication , pure mathematics
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 21 st century.