ERIC Number: EJ904735
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: 28
Learning Our Concepts
Laverty, Megan J.
Journal of Philosophy of Education, v43 suppl s1 p27-40 Oct 2009
Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just academically trained philosophers, must fulfil. I conclude that the role of philosophy in education is to provide a conversational context for the pedagogical dimension of concepts. I draw upon the philosophies of Cora Diamond, Stephen Mulhall, Iris Murdoch and Rush Rhees.
Descriptors: Intellectual Disciplines, Epistemology, Educational Philosophy, Role of Education, Educational Environment, Learning Processes
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A