Reading R. S. Peters Today TheJournalofPhilosophyofEducationBookSeries TheJournalofPhilosophyofEducationBookSeriespublishestitlesthatrepresentawidevariety ofphilosophicaltraditions.Theyvaryfromexaminationoffundamentalphilosophicalissues in their connection with education, to detailed critical engagement with current educational practiceorpolicyfromaphilosophicalpointofview.Booksinthisseriespromoterigorous thinking on educational matters and identify and criticise the ideological forces shaping education. Titlesintheseriesinclude: TheGoodLifeofTeaching:AnEthicsofProfessionalPractice ChrisHiggins ReadingR.S.PetersToday:Analysis,Ethics,andtheAimsofEducation EditedbyStefaanE.CuypersandChristopherMartin TheFormationofReason DavidBakhurst WhatdoPhilosophersofEducationdo?(Andhowdotheydoit?) EditedbyClaudiaRuitenberg Evidence-BasedEducationPolicy:WhatEvidence?WhatBasis?WhosePolicy? EditedbyDavidBridges,PaulSmeyersandRichardSmith NewPhilosophiesofLearning EditedbyRuthCigmanandAndrewDavis TheCommonSchoolandtheComprehensiveIdeal:ADefencebyRichardPringwith ComplementaryEssays EditedbyMarkHalsteadandGrahamHaydon Philosophy,MethodologyandEducationalResearch EditedbyDavidBridgesandRichardDSmith PhilosophyoftheTeacher ByNigelTubbs ConformismandCritiqueinLiberalSociety EditedbyFriedaHeytingandChristopherWinch RetrievingNature:EducationforaPost-HumanistAge ByMichaelBonnett EducationandPractice:UpholdingtheIntegrityofTeachingandLearning EditedbyJosephDunneandPa´draigHogan EducatingHumanity:BildunginPostmodernity EditedbyLarsLovlie,KlausPeterMortensenandSvenErikNordenbo TheEthicsofEducationalResearch EditedbyMichaelMcnameeandDavidBridges InDefenceofHighCulture EditedbyJohnGingellandEdBrandon EnquiriesattheInterface:PhilosophicalProblemsofOn-LineEducation EditedbyPaulStandishandNigelBlake TheLimitsofEducationalAssessment EditedbyAndrewDavis IllusoryFreedoms:Liberalism,EducationandtheMarket EditedbyRuthJonathan QualityandEducation EditedbyChristopherWinch Reading R. S. Peters Today Analysis, Ethics, and the Aims of Education Edited by Stefaan E. Cuypers and Christopher Martin AJohnWiley&Sons,Ltd.,Publication Thiseditionfirstpublished2011 OriginallypublishedasVolume43,Supplement1ofTheJournalofPhilosophyofEducation Chaptersr2011TheAuthors Editorialorganizationr2011PhilosophyofEducationSocietyofGreatBritain Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical businesstoformWiley-Blackwell. RegisteredOffice John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UnitedKingdom EditorialOffices 350MainStreet,Malden,MA02148-5020,USA 9600GarsingtonRoad,Oxford,OX42DQ,UK TheAtrium,SouthernGate,Chichester,WestSussex,PO198SQ,UK For details of our global editorial offices, for customer services, and for information about howtoapplyforpermissiontoreusethecopyrightmaterialinthisbookpleaseseeourwebsite atwww.wiley.com/wiley-blackwell. TherightofStefaanE.CuypersandChristopherMartintobeidentifiedastheauthorofthe editorial material in this work has been asserted in accordance with theCopyright, Designs andPatentsAct1988. Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem, ortransmitted,inanyformorbyanymeans,electronic,mechanical,photocopying,recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, withoutthepriorpermissionofthepublisher. 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ISBN978-1-4443-3296-4(pbk.) 1. Education–Philosophy. 2. Peters, R. S. (Richard Stanley), 1919- I. Cuypers, Stefaan E., 1958-II.Martin,Christopher. LB1025.2.R3972011 370.1–dc22 2011013209 AcataloguerecordforthisbookisavailablefromtheBritishLibrary. This book is published in the following electronic formats: ePDFs (9781444346466); Wiley OnlineLibrary(9781444346497);ePub(9781444346473);Kindle(9781444346480) Setin9on11ptTimesbyMacmillanIndiaLtd. 012011 Contents Notes on Contributors vii Preface xi Paul Standish Introduction ReadingR.S. Peters onEducationToday StefaanE. Cuypers andChristopher Martin 1 I.The Conceptual Analysisof EducationandTeaching 1Was PetersNearly RightAbout Education? RobinBarrow 6 2Learning Our Concepts MeganLaverty 24 3On Educationand Initiation MichaelLuntley 38 4Ritual, Imitationand EducationinR. S. Peters Bryan Warnick 54 5Transformation and Education:the Voice of the Learner inPeters’ Concept of Teaching Andrea English 72 II.The Justification ofEducationalAims andtheCurriculum 6 R. S.Peters’ Normative Conception of EducationandEducational Aims MichaelKatz 94 7 On the Worthwhileness ofTheoretical Activities MichaelHand 106 8 Why GeneralEducation? Peters, Hirstand History John White 119 9 The Good, the Worthwhile and the Obligatory: Practical Reason and Moral Universalismin R. S. Peters’ Conceptionof Education Christopher Martin 138 10OvercomingSocialPathologies in Education: On the Conceptof Respect in R.S. PetersandAxel Honneth KrassimirStojanov 156 III.Aspects ofEthical Development andMoralEducation 11ReasonandVirtues: The Paradoxof R.S. PetersonMoral Education GrahamHaydon 168 12Autonomyin R. S.Peters’ Educational Theory Stefaan E.Cuypers 185 IV.Peters inContext 13RichardPetersandValuing Authenticity Mike Degenhardt 205 14VisionandElusivenessinPhilosophyofEducation:R.S.PetersontheLegacy ofMichael Oakeshott KevinWilliams 219 Index 237 Notes on Contributors Robin Barrow is Professor of Philosophy of Education at Simon Fraser University, wherehewasDeanofEducationforovertenyears.HewaspreviouslyReaderatthe University of Leicester. His recent publications include Plato (Continuum) and An IntroductiontoMoralPhilosophyandMoralEducation(Routledge)and,asco-editor, The Sage Handbook of Philosophy of Education (Sage). In 1996 he was elected a Fellow of the Royal Society of Canada. StefaanE.CuypersisProfessorofPhilosophyattheCatholicUniversityofLeuven, Belgium.Heworksinphilosophyofmindandphilosophyofeducation.Hisresearch interestsareautonomy,moralresponsibilityandR.S.Peters.HeistheauthorofSelf- Identity and Personal Autonomy (Ashgate, 2001), the co-author, together with Ishtiyaque Haji, of Moral Responsibility, Authenticity, and Education (Routledge, 2008)andaninvitedcontributortoTheOxfordHandbookofPhilosophyofEducation (2009), edited by Harvey Siegel. Mike Degenhardt taught philosophy of education at Borough Road and Stockwell CollegesofEducation,inLondon,andsubsequentlytheUniversityofTasmania.He is the author of Education and the Value of Knowledge (Routledge, 1982) and of a rangeofpapersinthephilosophyofeducation,withparticularreferencetoethicsand teaching. Recently his attention has been turned towards a more historical examination of the roots of the ideas that he has explored in the course of his research and teaching. Andrea English is Assistant Professor of Philosophy of Education at the Faculty of Education, Mount Saint Vincent University. Her research areas include theories of teaching and learning, John Dewey and pragmatism, continental philosophy of education, especially Herbart, the concept of negativity in education, listening and education. She recently published: with Barbara Stengel, ‘Exploring Fear: Rousseau, DeweyandFreireonFearandLearning’,EducationalTheory60:5(2010),pp.521–542 and‘ListeningasaTeacher:EducativeListening,Interruptions,andReflectivePractice’, Paideusis:InternationalJournalofPhilosophyofEducation18:1(2009),pp.69–79. Michael Hand is Reader of Philosophy of Education and Director of Postgraduate Research Programmes at the Institute of Education, University of London. He has research interests in the areas of moral, political, religious and philosophical education. His books include Is Religious Education Possible? (Continuum, 2006), PhilosophyinSchools(Continuum,2008)and,intheImpactpolicy-relatedpamphlet series Patriotism in Schools (PESGB, forthcoming). GrahamHaydonisVisitingFellowattheInstituteofEducation,UniversityofLondon, whereuntilrecentlyhewasReaderinPhilosophyofEducation.Hismanypublications onmoraleducationincluderecentlyValuesforEducationalLeadership(Sage,2007)and Education,PhilosophyandtheEthicalEnvironment(Routledge,2006). MichaelS.KatzisProfessorEmeritusofSanJoseStateUniversityandpastPresident of the North Amereican Philosophy of Education Society. Much of his recent research has focused on ethical issues in teacher-student relationships. Trained at Stanfordinanalyticphilosophy, hehasfocused recentworkonintegratingfilm and literaturewithinmoralanalysesofconceptssuchascaring,integrity,trustworthiness, fairness,andrespectforpersons.HeistheleadeditorofavolumeentitledEducation, Democracy and the Moral Life (Springer, 2009), which includes his own analysis of viii Notes on Contributors ‘the right to education’. He previously was also the lead editor of a volume, along with Nel Noddings and Kenneth Strike, entitled Justice and Caring: The Search for Common Ground in Education (Teachers College Press, 1999). MeganJ.LavertyisAssociateProfessorinthePhilosophyandEducationProgramat TeachersCollege,ColumbiaUniversity.Herresearchinterestsinclude:philosophyof education, moral philosophy and its significance for education, philosophy of dialogue and dialogical pedagogy, and philosophy with children and adolescents in schools.SheistheauthorofIrisMurdoch’sEthics:AConsiderationofherRomantic Vision (Continuum, 2007) and recently published in Educational Theory and, with Maughn Gregory, in Theory and Research in Education. Michael Luntley is Professor of Philosophy at the University of Warwick. Recent teaching responsibilities include Wittgenstein, the philosophy of thought and language. His research interests are Wittgenstein, philosophy of mind, and philosophy of education. He is the author of Wittgenstein: meaning and judgement (Blackwell, 2003) and recently published: ‘Understanding expertise’, Journal for Applied Philosophy 26:4 (2009), pp. 356–70, ‘What’s doing? Activity, naming and Wittgenstein’s response to Augustine’, in Wittgenstein’s Philosophical Investigations: A Critical Guide, ed. A. Ahmed, Cambridge University Press, 2010, pp. 30–48, ‘Expectations without content’, Mind & Language 25:2 (2010), pp. 217–236, and ‘What do nurses know?’ Nursing Philosophy 12 (2011), pp. 22–33. ChristopherMartinisaresearcherintheFacultyofMedicine,MemorialUniversityof Newfoundland.HeisalsoalecturerintheFacultyofEducationandtheDepartmentof English at Memorial University. A former school principal, he holds a PhD in philosophy of education from the Institute of Education, University of London. His researchisfocusedontheethicalandpoliticalfoundationsofeducation.Hismostrecent work deals with the relationship between the humanities and medical education. His publications includearticles in the Journal of Philosophy ofEducation and Educational Theory,andhisbookEducationasMoralConcept(Continuum)isforthcoming. Krasimir Stojanov is Professor of Theory and Philosophy of Education at the Bundeswehr University of Munich, Germany. His topics of teaching and research include educational justice, education as a concept of social philosophy, ideology critique. Hislast monographBildungundAnerkennung. SozialeVoraussetzungen von Selbst-Entwicklung und Welt-Erschlie(cid:2)ung (Verlag fu¨r Sozialwissenschaften, Wiesba- den,2006)dealswiththerelationbetweeneducationandrecognition.Currentlyheis writing a book on ‘Bildung’ as a Social Phenomenon. BryanR.WarnickisanAssociateProfessorofPhilosophyofEducationintheSchool of Educational Policy and Leadership at The Ohio State University. His current research and teaching focus on questions related to the ethics of educational policy and practice, learning theory, philosophy of educational research, and educational technology. He is the author of Imitation and Education (SUNY, 2008) and has published articles in Harvard Educational Review, Educational Researcher, Teachers College Record, Educational Theory, and many other venues. John White is Emeritus Professor of Philosophy of Education at the Institute of Education,UniversityofLondon,wherehehasworkedsince1965.Hisinterestsare in the aims of educationand in educational applications of the philosophy of mind. HisrecentbooksincludeTheChild’sMind(2002),Intelligence,DestinyandEducation (2006), What Schools are For and Why (2007), Exploring Well-being in Schools: A guide to making children’s lives more fulfilling (2011), and The Invention of the Secondary Curriculum (forthcoming).