This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 9: R.S. Peters: Liberal Traditionalist
R.S. Peters: Liberal Traditionalist
Roots and Context
Some people become celebrated as ‘great educators’ by innovating a doctrine on what education ought to achieve and how, and by getting this translated into practice. Richard Peters has strong views on how to improve education, and he has not been without influence on practice. However, his educational importance is of a different kind. During the 1960s he became a leading member of a loosely affiliated group of thinkers in various countries who sought to establish higher standards of philosophical care in educational thinking. In Britain, C.D. Hardie had already worked alone to this end and, in America, Israel Scheffler and others had formed an association, held conferences and launched a journal. Peters studied educational doctrines ...