Philosophy of Education 43 (Supplement s1):27-40 (2009)

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Megan Jane Laverty
Teachers College, Columbia University
Abstract
Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order from second-order conceptual clarification. This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just academically trained philosophers, must fulfil. I conclude that the role of philosophy in education is to provide a conversational context for the pedagogical dimension of concepts. I draw upon the philosophies of Cora Diamond, Stephen Mulhall, Iris Murdoch and Rush Rhees.
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DOI 10.1111/j.1467-9752.2010.00753.x
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Philosophical investigations.Ludwig Wittgenstein & G. E. M. Anscombe - 1953 - Revue Philosophique de la France Et de l'Etranger 161:124-124.
Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
The Sovereignty of Good.Iris Murdoch - 1970 - New York: Schocken Books.

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