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Education, values and mind / ed. David E. Cooper

Secondary Author Cooper, David E., 1942- Country Reino Unido. Publication London : Routledge & Kegan Paul, cop. 1986 Description VI, 222 p. ; 23 cm Series International library of the philosophy of education ISBN 0-7100-9905-3 CDU 37.013
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 37.013 - E Available 40232
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Reviews provided by Syndetics


All who approach philosophy of education as philosophy will welcome this anthology dedicated to R.S. Peters. Scholars P.H. Hirst, R.K. Elliot, and R.F. Dearden appraise Peters's philosophy of education from different perspectives. Yet they agree that Peters helped philosophers recognize the legitimacy of the philosophy of education; that he initiated the use of analytic philosophy to clarify educational thought; that he was actually not an analyst but an ``old style'' rationalist (Kantian for Hirst, Stoic for Elliot); that he advocated traditional liberal education; and that he grew in response to critics by broadening both his rationalism and liberalism. Several contributors appraise one of Peters's themes and develop it more adequately; for example, Mary Warnock's treatment of the education of the emotions. A few contributors-like Israel Scheffler's reconstruction of the language of potential in education-write without reference to Peters's thought. Others, working within nonanalytic traditions, show inadequacies in Peters's philosophy; for example, following Heidegger, Michael Bonnett shows why Peters cannot deal adequately with authenticity in education. After recounting the contributions of analytic philosophy to education, David Cooper calls for tapping ``previously untried sources''-especially continental philosophy. Highly recommended for upper-level and graduate collections.-J.R. Scudder Jr., Lynchburg College

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