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R. S. Peters' Normative Conception of Education and Educational Aims
Article first published online: 10 NOV 2010
DOI: 10.1111/j.1467-9752.2009.00734.x
© 2010 The Author. Journal compilation © 2010 Journal of the Philosophy of Education Society of Great Britain
Issue
Journal of Philosophy of Education
Special Issue: Reading R. S. Peters Today Analysis, Ethics and the Aims of Education Edited by Stefaan E. Cuypers and Christopher Martin
Volume 43, Issue Supplement s1, pages 97–108, October 2009
Additional Information
How to Cite
KATZ, M. S. (2009), R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education, 43: 97–108. doi: 10.1111/j.1467-9752.2009.00734.x
Publication History
- Issue published online: 10 NOV 2010
- Article first published online: 10 NOV 2010
- Abstract
- Article
- References
- Cited By
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 21st century.