ERIC Number: EJ1010517
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 51
Reflections on Peters' View of the Nature and Purpose of Work in Philosophy of Education
Aspin, D. N.
Educational Philosophy and Theory, v45 n2 p219-235 2013
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.
Descriptors: Reflection, Educational Philosophy, Educational Practices, Epistemology, Educational Development, Educational History, Intellectual History, Educational Theories, Ideology, Criticism, Educational Strategies, Problem Solving, Values
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
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