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

Abstract
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
Keywords No keywords specified (fix it)
Categories (categorize this paper)
ISBN(s)
DOI 10.1080/00131857.2012.752984
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 58,467
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

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.

View all 24 references / Add more references

Citations of this work BETA

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

Add more citations

Similar books and articles

Analytics

Added to PP index
2013-11-21

Total views
15 ( #654,595 of 2,421,430 )

Recent downloads (6 months)
1 ( #544,098 of 2,421,430 )

How can I increase my downloads?

Downloads

My notes