First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...

First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at (...) ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s _Ethics and Education _and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader. (shrink)

Leven en werk van Engelse wijsgeer Thomas Hobbes.

Abstract A Skinnerian scenario is first sketched of our moral malaise and the contours of its cure. Moral objections to it are not elaborated. Rather it is used to introduce Kohlberg's objection to a ?bag of virtues? approach and his distinction between moral learning and moral development. Kohlberg's account of development is criticized on three main grounds: (i) he never shows that his stages form a logically hierarchical sequence; (ii) his account of ?cognitive stimulation?, as the determinant of progression from (...) stage to stage is too vague; (iii) he includes, and must include, concern for human welfare as a fundamental principle along with justice, but gives no account of the development of consideration for others, that is fundamental to morality. Indeed he shows a general neglect of the affective side of moral development. The work of Hoffman, Peevers and Secord is used to sketch how Kohlberg's account might be supplemented by a developmental account of concern for others. Mention is also made of the importance of giving an account of the more negative emotions of shame and guilt. The critique ends with logical and practical considerations which indicate the importance of the content of morality, which Kohlberg summarily dismisses by his contemptuous references to a ?bag of virtues?. The overall purpose of the critique is to provide a constructive, if speculative, supplement to Kohlberg rather than to concentrate on negative criticisms. ? This paper was read at an international conference on moral education and moral development held at Leicester University, August 19th?26th 1977. (shrink)

In this article we evaluate Jesus Centered Leadership, a new concept that has emerged in the realm of spirituality and business management. JCL questions the “Christianity” of Christian business leadership, and proposes principles for ethical leadership that provide a truer representation of the teachings and traits of Jesus. We consider these principles and contribute principles of our own, thereby providing an alternative approach to JCL that remains consistent with the JCL message of morality but addresses issues that offer greater opportunities (...) for adoption within existing business and institutional models. (shrink)

Bambrough, R. Essay on man.--Quinton, A. Has man an essence?--Warnock, G. J. Kant and anthropology.--Honderich, T. On inequality and violence, and the differences we make between them.--Cherry, C. Agreement, objectivity and the sentiment of humanity in morals.--Gregory, I. Psycho-analysis, human nature and human conduct.--Gosling, J. The natural supremacy of conscience.--Scruton, R. Reason and happiness.--Wollheim, R. Needs, desires, and moral turpitude.--Hollis, M. My role and its duties.--Watkins, J. Three views concerning human freedom.--Letwin, S. R. Nature, history, and morality.--Passmore, J. Attitudes to (...) nature.--Benson, J. Hog in sloth, fox in stealth: man and beast in moral thinking.--Hare, R. Contrasting methods of environmental planning.--Self, P. Techniques and values in policy decisions. (shrink)

David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...

John Dewey's theory of knowledge Anthony Quinton Introduction Pragmatism began as a theory of meaning. It is often dated from the publication in of Peirce's ...