Richard Stanley Peters

Richard Stanley Peters ( born October 31, 1919 in Mussoorie, India, † December 30, 2011 in London) was a British philosopher.

His work ranged primarily in the fields of political theory, philosophical psychology, and finally the philosophy of education.

Biography

Peters was born in 1919 in India. He spent his childhood with his grandmother in England. 1933-1938, he attended boarding school Clifton College in Bristol. During World War II he served with friends Ambulance Service. From his marriage (1942 ), a son and two daughters were born.

Academic career

Peters studied at Queen's College, Oxford University, and received a Bachelor of Arts in 1942. From 1944 he taught at the Sidcot Grammar School in Somerset. He was a part-time lecturer at Birkbeck College, University of London, where he also studied philosophy and psychology. In 1949 he received his Doctorate of Philosophy ( Ph. D. ). From 1949 to 1958 he was employed there as a full-time lecturer. Thereafter, until 1962, Reader in Philosophy. In 1961 he was a visiting professor of Education at Harvard University, in the following year at the Australian National University.

From 1962 until his retirement in 1983 Peters Professor of Philosophy of Education at the Institute of Education was ( founded in 1947 ) of the University of London. In 1971 he was dean of the Institute. Under his leadership the Institute grew very quickly and certain pioneered the development of the philosophy of education in England.

Peters works there together with, inter alia, Paul H. Hirst, who later became Professor of Education at King 's College London and the University of Cambridge was. Other famous graduates this time at the institute were RK Elliott, David Cooper, John White, Patricia White and the late Robert Dearden.

Work

Peters was known primarily for his work in the field of philosophy of education.

Yet mainly employed his early writings with psychology, more specifically with a philosophical treatment of psychological objects. He conducted research in the field of motivation, about emotions, personality and behavior and the relationship between reason and desire. On this basis, his eyes always taught but on problems related to Education.

Peters most important work is " Ethics and Education". With this and the following publications he influenced significantly the development of the philosophy of education in the UK, indeed the world. Because he examined in the sense of analytic philosophy the concept of education. The main tool here is the concept analysis. So Peters saw two important aspects in the concept of education: the normative and the cognitive dimension. So once that education aims to achieve something of value. This means that the parent wants to bring parents in a state that those regarded as valuable. Second, this is connected ( in width and depth) with the development of knowledge and understanding. Furthermore, the concept is intrinsically that this is trying to achieve valuable to morally acceptable way. This Peters expressly disclaims forms of conditioning from the term "education" from.

However, it was repeatedly criticized in his early examination that he examined a special term to the education and thus not always generally accepted elements or emphasizing its inherent principles in the use of the term. So, above all, his inclusion of knowledge and understanding was doubted in the concept of education. As a result of criticisms Peters later admitted to have examined a more specific concept. It corresponded to the replies by the ideal of the later Educated were investigated.

Undoubtedly Peters was the determining man for Philosophy of Education in England. He founded a new approach, also he gave her for decades decisive impulses and was instrumental in the exploration of the concept.

Works

  • RS Peters: Education as initiation, in 1964, in: RD Archambault ( ed.), Philosophical analysis and education. Routledge & Kegan Paul, London, 1965, p 87-111.
  • R. S. Peters: Ethics and education. 5th Edition, George Allen & Unwin LTD, London 1968 German as:. RS Peters: Ethics and education. In: W. Loch, H. Paschen, G. Priesemann (ed.): Language and learning. International studies of educational anthropology, Volume 19, Dusseldorf 1972.
  • R. S. Peters: The philosophy of education. 1966, in: JW Tibble (ed.): The study of education. Routledge & Kegan Paul, London 1966, p 59-89.
  • R. S. Peters: What is an educational process? . 1967, in: RS Peters ( ed.): The concept of education. Routledge & Kegan Paul, London, 1967, p.1 - 23rd
  • RS Peters: Michael Oakeshott 's philosophy of education. 1968, in: R. S. Peters: Essays on educators. George Allen & Unwin, London 1981, p 89-109.
  • R. S. Peters, P.H. Hirst: The logic of education. 2nd edition, Routledge & Kegan Paul, London 1971, German as: PH Hirst, RS Peters: The justification of education by reason. In: W. Loch, H. Paschen, G. Priesemann (ed.): Language and learning. International studies of educational anthropology, Volume 18, Dusseldorf 1972.
  • RF Dearden, PH Hirst, RS Peters ( ed.): Education and the development of reason. Routledge & Kegan Paul, London 1972.
  • RS Peters ( ed.): The philosophy of education. Oxford University Press, London, 1973.
  • R. S. Peters: Psychology and ethical development. A collection of articles on psychological theories, ethical delopment and human understanding. George Allen & Unwin, London 1974.
  • RS Peters: Education and the education of teachers. Routledge & Kegan Paul, London 1977.
  • RS Peters: Moral development and moral education. George Allen & Unwin, London 1981.
  • R. S. Peters: Philosophy of education. In: PH Hirst (ed.): Educational theory and its foundation disciplines. Routledge & Kegan Paul, London 1983, p.30 - 61st
Birkbeck, University of London David Cooper (psychiatrist) Integrated Authority File
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