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R. S. Peters [103]Richard Peters [19]R. Peters [14]Rik Peters [9]
Richard S. Peters [4]Robert Henry Peters [3]Robert L. Peters [3]Rebecca Todd Peters [3]

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Profile: Rachel Peters (University of Louisville)
  1. R. S. Peters (1970). Ethics and Education. London,Allen and Unwin.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  2. Richard S. Peters, John Woods & William H. Dray (forthcoming). Aims of Education: A Conceptual Inquiry. The Philosophy of Education.
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  3.  42
    R. S. Peters (1973). The Philosophy of Education. [London]Oxford University Press.
  4. R. S. Peters (1959). The Concept of Motivation. Philosophy 34 (128):72-73.
     
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  5.  46
    R. S. Peters (2007). Education as Initiation. In Randall R. Curren (ed.), British Journal of Educational Studies. Blackwell Pub. 192-205.
  6.  83
    R. S. Peters (1977). Education and the Education of Teachers. Routledge & K. Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
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  7. R. S. Peters (1974). Psychology and Ethical Development: A Collection of Articles on Psychological Theories, Ethical Development and Human Understanding. Allen & Unwin.
    First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at (...)
     
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  8. R. S. Peters (forthcoming). Respect for Persons and Fraternity. Ethics and Education.
     
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  9. Richard S. Peters (forthcoming). The Justification of Education. The Philosophy of Education.
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  10. R. S. Peters (1981). Essays on Educators. Allen & Unwin.
  11. R. S. Peters (1973). Authority, Responsibility and Education. New York,Eriksson.
     
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  12. R. F. Dearden, Paul H. Hirst & R. S. Peters (eds.) (2010). Education and the Development of Reason. Routledge.
    This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...)
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  13.  3
    H. S. N. McFarland & R. S. Peters (1968). The Concept of Education. Philosophical Quarterly 18 (71):188.
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  14.  78
    Rebecca Todd Peters (forthcoming). Book Review: Christians in the Public Square: Faith That Transforms Politics. [REVIEW] Interpretation 63 (4):436-437.
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  15.  17
    R. S. Peters (1973). Reason and Compassion. Boston,Routledge & K. Paul.
    PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...
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  16. A. M. Quinton, P. H. Nowell-Smith, William Kneale, Stephen Toulmin, T. R. Miles, P. F. Strawson, D. W. Hamlyn, J. Harrison, Richard Robinson, A. C. Crombie, R. Peters, E. C. Mossner, A. M. Honoré & W. J. Rees (1954). New Books. [REVIEW] Mind 63 (252):546-576.
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  17. R. S. Peters & H. Tajfel (1957). Hobbes and Hull--Metaphysicians of Behaviour. British Journal for the Philosophy of Science 8 (29):30-44.
  18.  2
    S. I. Benn & R. S. Peters (1961). Social Principles and the Democratic State. Philosophy 36 (137):251-254.
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  19. R. S. Peters (forthcoming). The Justification of Education. The Philosophy of Education.
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  20.  92
    P. F. Strawson, H. J. Paton, H. L. A. Hart, Richard Robinson, A. C. Lloyd, R. Rhees, J. L. Spilsbury, Dorothy Emmet, George E. Hughes, D. R. Cousin, Basil Mitchell, Richard Peters, B. A. Farrell, Antony Flew, J. O. Urmson, O. P. Wood & Jonathan Cohen (1951). New Books. [REVIEW] Mind 60 (238):265-295.
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  21.  57
    R. S. Peters (1970). Education and the Educated Man. Journal of Philosophy of Education 4 (1):5-20.
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  22.  18
    R. S. Peters (1965). Notes and News. British Journal of Educational Studies 14 (1):101-101.
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  23.  8
    Rik Peters (2006). 6. Actes de Présence: Presence in Fascist Political Culture. History and Theory 45 (3):362–374.
    In order to discuss the notion of presence, I explore Fascist Italy as an example of a presence-based culture. In the first part of this paper, I focus on the doctrines of "the philosopher of fascism," Giovanni Gentile , in order to show that his programme of cultural awakening revolves around the notion of the "presentification of the past." This notion formed the basis of Gentile's dialectic of the act of thought, which is the kernel of his actual idealism, or (...)
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  24.  12
    R. Peters (1950). Cause, Cure and Motive. Analysis 10 (5):103-109.
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  25.  17
    Richard Peters (1978). The Place of Kohlberg's Theory in Moral Education∗. Journal of Moral Education 7 (3):147-157.
    Abstract A Skinnerian scenario is first sketched of our moral malaise and the contours of its cure. Moral objections to it are not elaborated. Rather it is used to introduce Kohlberg's objection to a ?bag of virtues? approach and his distinction between moral learning and moral development. Kohlberg's account of development is criticized on three main grounds: (i) he never shows that his stages form a logically hierarchical sequence; (ii) his account of ?cognitive stimulation?, as the determinant of progression from (...)
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  26.  22
    Richard Peters (2012). “Naturalism, Knowledge, and Nature—Alvin Plantinga's Evolutionary Argument Against Naturalism in Relationalist Cosmological Perspective”. Process Studies 40 (1):206-207.
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  27. R. S. Peters (1966). Authority and Education. Ethics and Education 237:265.
     
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  28.  67
    R. S. Peters (1951). Observationalism in Psychology. Mind 60 (January):43-61.
  29.  59
    R. S. Peters (1956). Freud's Theory. British Journal for the Philosophy of Science 7 (25):4-12.
  30. R. S. Peters (1967). Authority'in A. Quinton. In Anthony Quinton (ed.), Political Philosophy. London, Oxford U.P.
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  31.  29
    Robert Henry Peters (1980). Useful Concepts for Predictive Ecology. Synthese 43 (2):257 - 269.
  32.  21
    R. S. Peters & J. P. White (1969). The Philosopher's Contribution to Educational Research. Educational Philosophy and Theory 1 (2):1–15.
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  33. R. S. Peters (1972). Reason, Morality and Religion. London,Friends Home Service Committee.
     
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  34.  4
    R. S. Peters (1956). Hobbes. Greenwood Press.
  35.  20
    R. S. Peters (1977). Education and Justification. A Reply to R K Elliott. Journal of Philosophy of Education 11 (1):28–38.
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  36.  32
    R. S. Peters (1977). Philosophies of Education. Philosophy 52 (202):477 - 481.
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  37.  22
    R. S. Peters (1977). Education and Justification. Journal of Philosophy of Education 11 (1):28-38.
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  38.  12
    Robert L. Peters (1959). Toward an "Un-Definition" of Decadent as Applied to British Literature of the Nineteenth Century. Journal of Aesthetics and Art Criticism 18 (2):258-264.
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  39.  11
    A. Phillips Griffiths & R. S. Peters (1962). The Autonomy of Prudence. Mind 71 (282):161-180.
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  40. Richard S. Peters (1967). Authority. In Anthony Quinton (ed.), Aristotelian Society Supplementary Volume. London, Oxford U.P. 83--96.
     
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  41.  9
    R. S. Peters (1974). Foreword. Royal Institute of Philosophy Lectures 8 (2):1-2.
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  42. R. S. Peters (1969). Perspectives on Plowden. New York, Humanities P..
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  43.  1
    R. S. Peters & C. A. Mace (1962). VII—Emotions and the Category of Passivity. Proceedings of the Aristotelian Society 62 (1):117-142.
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  44.  2
    R. S. Peters (1967). In Defence of Bingo: A Rejoinder. British Journal of Educational Studies 15 (2):188 - 194.
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  45.  11
    R. S. Peters & C. A. Mace (1962). Emotions and the Category of Passivity. Proceedings of the Aristotelian Society 62:117-142.
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  46.  20
    Alexander Boer, Tom van Engers, Rob Peters & Radboud Winkels (2007). Separating Law From Geography in GIS-Based Egovernment Services. Artificial Intelligence and Law 15 (1):49-76.
    The Leibniz Center for Law is involved in the project Digitale Uitwisseling Ruimtelijke Plannen [DURP (http://www.vrom.nl/durp); digital exchange of spatial plans] which develops a XML-based digital exchange format for spatial regulations. Involvement in the DURP project offers new possibilities to study a legal area that hasn’t yet been studied to the extent it deserves in the field of Computer Science & Law. We studied and criticised the work of the DURP project and the Dutch Ministry of internal affairs on metadata (...)
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  47.  19
    Richard Peters (1967). Hobbes's System of Ideas. By J. W. N. Watkins. (Hutchinson, 1965. Pp. 192. Price 15s.)Hobbes Studies. Edited by Keith C. Brown. (Blackwell, 1965. Pp. 300. Price 37s. 6d.). [REVIEW] Philosophy 42 (160):177-.
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  48. R. S. Peters & David E. Cooper (eds.) (1986). Education, Values, and Mind: Essays for R.S. Peters. Routledge & K. Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  49.  12
    R. S. Peters (1974). Moral Development and Moral Learning. The Monist 58 (4):541-567.
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  50.  3
    R. Peters (2014). The Actuality of Gentile's Philosophy of History. Collingwood and British Idealism Studies 20 (1-2):167-203.
    This essay reconstructs Gentile's conception of history as the product of the eternal act of thinking. Peters charts the development of this distinctive position, presenting it as the product of a sustained attempt to unite past and present, fact and value, thought and action within a single theory. He argues that, despite a number of weaknesses that Gentile neglected to consider and the regrettable, dubious extremes to which he extended his theory in the Fascist period, it deserves greater attention from (...)
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