David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 43 (1):223-240 (2009)
Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, (3) the over-emphasis on tradition in moral and civic learning
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References found in this work BETA
Hanan A. Alexander (2008). Engaging Tradition : Michael Oakeshott on Liberal Learning. In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge
Dorothy Emmett & Michael Oakeshott (1963). Rationalism in Politics, and Other Essays. Philosophical Quarterly 13 (52):283.
Stephen M. Engel (2007). Political Education in/as the Practice of Freedom: A Paradoxical Defence From the Perspective of Michael Oakeshott. Journal of Philosophy of Education 41 (3):325–349.
Paul Heywood Hirst (1970). The Logic of Education. London,Routledge & K. Paul.
H. S. N. McFarland & R. S. Peters (1968). The Concept of Education. Philosophical Quarterly 18 (71):188.
Citations of this work BETA
Elizabeth Corey (2012). The Aesthetic and Moral Character of Oakeshott's Educational Writings. Journal of Philosophy of Education 46 (4):86-98.
Kenneth B. Mcintyre (2012). Liberal Education and the Teleological Question; or Why Should a Dentist Read Chaucer? Journal of Philosophy of Education 46 (4):341-363.
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