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PAUL STANDISH 《Journal of Philosophy of Education》2020,54(3):711-716
This short text provides an introduction to the five papers that follow, all of which reflect on R.S. Peters, his founding importance for contemporary philosophy of education, and his continuing relevance. It sets the scene by referring to Peters’ early and important encounter with Israel Scheffler before going on briefly to acknowledge other work published over the past decade that examines Peters’ achievement. In addition, it explains the background to the fifth paper in this suite. This is Ieuan Lloyd's record, posthumously published, of conversations about the philosophy of education with Rush Rhees, in which Peters’ work is considered. 相似文献
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PAUL STANDISH 《Journal of Philosophy of Education》2020,54(4):927-943
The climate crisis is of a severity that fills many with a sense of hopelessness. The modest steps that ordinary citizens can take to reduce energy consumption and waste seem futile in relation to the massive changes that are needed from governments and industry, and inertia often results. The responses of philosophy and education have been conscientious and constructive in many respects, but again these endeavours are overwhelmed by the intransigence of economic interests. Perhaps because of this, such responses are in danger of becoming self-referential expressions of right-mindedness or nostalgic appeals for a simpler, more natural world. The discourse betrays signs of exhaustion—an exhaustion that seems to match the exhausted condition of the planet. The present discussion offers no easy solutions but asks what might be the best way to live in relation to such circumstances and how education might contribute to this. 相似文献
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PAUL STANDISH 《Journal of Philosophy of Education》2020,54(5):1453-1470
Curiosity has rightly received much attention in epistemology and educational research. Although, through the centuries, it has been regarded with a degree of ambivalence, the trend now is towards its championing as an intellectual or epistemic virtue. The present discussion juxtaposes it against a contrasting way of knowing, which I refer to as knowledge by acquaintance. The notion of acquaintance pursued here parts company with Bertrand Russell's adoption of the expression, taking up instead a more ordinary use of the term. It is suggested that both curiosity and knowledge by acquaintance can present problems. Working through an example drawn from Stephen Poliakoff's film Close My Eyes, the paper seeks to reappraise the value of knowing by acquaintance for epistemology and for educational practice and research. 相似文献
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PAUL. SMEYERS 《Journal of Philosophy of Education》1995,29(1):109-119
The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on Frankfurt's ideas on'the importance of what we care about' to revitalise the conception of the educational project. 相似文献
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