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  1. The Epistemology of Education.Lani Watson - 2016 - Philosophy Compass 11 (3):146-159.
    The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...)
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  • School Discipline, Educational Interest and Pupil Wisdom☆.James MacAllister - 2013 - Educational Philosophy and Theory 45 (1):20-35.
    In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will be maintained that the (...)
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  • Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  • What Does It Mean to Be an Educated Person?Naomi Hodgson - 2010 - Journal of Philosophy of Education 44 (1):109-123.
    The competition question ‘What Does It Mean To Be An Educated Person?’ is associated with a powerful and influential line of thought in the philosophy of R. S. Peters. It is a question that needs always to be asked again. I respond by asking what it means, now, to be an educated person—that is, how the value of being an educated person is currently understood, and, further, how it might be understood differently. The starting point of this paper then is (...)
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