Educational Philosophy and Theory 45 (2):142-152 (2013)

This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as well as reason. I describe his position on ethics as a systemic one of principled pragmatism
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DOI 10.1080/00131857.2012.752984
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References found in this work BETA

The Concept of Mind.Gilbert Ryle - 1949 - Hutchinson & Co.
Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.

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Trust and the Community of Inquiry.Haynes Felicity - 2018 - Educational Philosophy and Theory 50 (2):144-151.

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