David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 43 (1):75-95 (2009)
On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education
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References found in this work BETA
R. S. Peters (1970/1967). Ethics and Education. London,Allen and Unwin.
R. S. Peters (1977). Education and the Education of Teachers. Routledge & K. Paul.
R. S. Peters (1981). Essays on Educators. Allen & Unwin.
R. S. Peters (1973/1960). Authority, Responsibility and Education. New York,Eriksson.
Citations of this work BETA
Colin Wringe (2015). Beyond Useful Knowledge: Developing the Subjective Self. Journal of Philosophy of Education 49 (1):32-44.
Geoffrey Hinchliffe (2011). What is a Significant Educational Experience? Journal of Philosophy of Education 45 (3):417-431.
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