Educational Theory 57 (1):53-73 (2007)

R.S. Peters’s 1966 book Ethics and Education is one of the most significant works in twentieth‐century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education, examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms seem unjustified and overstated, while others can be met with a reading of the text that places its language analysis within a framework of communitarian ethics, a move made possible by rejecting Peters’s fact/value dichotomy. This way of reading Ethics and Education reveals an interesting conception of what philosophy of education can be: namely, a sort of normative analytic anthropology. It also shows the value of engaging more with the recent history of philosophy of education
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DOI 10.1111/j.1741-5446.2006.00244.x
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References found in this work BETA

How to Derive "Ought" From "Is".John R. Searle - 1964 - Philosophical Review 73 (1):43-58.
Three Ways of Spilling Ink.J. L. Austin - 1966 - Philosophical Review 75 (4):427-440.
The Ideal of the Educated Person.Jane Roland Martin - 1981 - Educational Theory 31 (2):97-109.
Analytic Philosophy of Education at the Cross‐Roads.Abraham Edel - 1972 - Educational Theory 22 (2):131-152.
How Rational Can a Polemic Across the Analytic -Continental 'Divide' Be?Marcelo Dascal - 2001 - International Journal of Philosophical Studies 9 (3):313 – 339.

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