Ameliorating educational concepts and the value of analytic philosophy of education

Educational Philosophy and Theory 55 (4):508-518 (2023)
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Abstract

R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make its value clearer. I outline some critiques of analytic philosophy of education, and respond by clarifying its aims. The key insight is that if analytic philosophy of education is explicitly aligned with recent trends in social philosophy to focus on ameliorative analysis, then its value and relevance as a method in educational studies becomes clearer. Ameliorative analysis starts with the social role that a concept plays, and analyses it with this purpose in mind. I illustrate how R. S. Peters analysis of education would be approached differently with ameliorative analysis in mind, and conclude by pointing to some interesting points of discussion that arise from this approach.

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Jane Gatley
Swansea University

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References found in this work

What is a Social Practice?Sally Haslanger - 2018 - Royal Institute of Philosophy Supplement 82:231-247.
The logic of education.Paul Heywood Hirst - 1970 - London,: Routledge and Kegan Paul. Edited by R. S. Peters.
Authority and education.R. S. Peters - 1966 - Ethics and Education 237:265.
Towards a Compulsory Curriculum.J. P. White - 1974 - British Journal of Educational Studies 22 (2):207-208.

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