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):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
R. S. Peters (1970/1967). Ethics and Education. London,Allen and Unwin.
Michael Oakeshott (1991). On Human Conduct. Clarendon Press.
Paul Heywood Hirst (1970). The Logic of Education. London,Routledge & K. Paul.
Dorothy Emmett & Michael Oakeshott (1963). Rationalism in Politics, and Other Essays. Philosophical Quarterly 13 (52):283.
R. S. Peters (1977). Education and the Education of Teachers. Routledge & K. Paul.
Citations of this work BETA
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.
Elizabeth Corey (2012). The Aesthetic and Moral Character of Oakeshott's Educational Writings. Journal of Philosophy of Education 46 (4):86-98.
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