Conceptual Analysis in Determination of Educational Aims in Richard Peters’ Views: Explanation and Criticism

Document Type : پژوهشی

Author

• tayebe Tavasoli

University of Qom

10.22067/fedu.v10i1.84045

Abstract

The primary purpose of this research is the recognition of conceptual analysis in Peters` views, its resulting inference for determination of educational aims and its criticism on the base of other philosophical and educational views. The method of research is an inferential-critical one. The conclusion shows that although the conceptual analysis has a long history, Late Wittgenstein pays attention to it, and Oxford Philosophers developed it. Peters employed this method in the analysis of educational concepts, in the definition of concepts, in dividing definitions into rich and week ones, and determination of necessary and sufficient conditions for the conceptual analysis. He also emphasizes on transcendentally in educational aims, on especial standards and precise analysis of aim in a conceptual analysis of educational aims. After near a half-century, the Peters’ views are reviewable in mental conceptions, the definition of concepts, and the development of elements in the conceptual analysis method and determination of educational aims. Nowadays, Peter’s transcendentally in educational aim is understood as a classical thought, because in post-analytical thought, the emphasis in the determination of educational aims is on social constructivism, flexible aims and variety of cultures.

Keywords

• conceptual analysis method
• educational aims
• Richard Peters
• criticism

---

References

Bagheri, K. Sajadieh, N. Tavassoli, T. (2010) Approaches and Methods of Research in Philosophy of Education. Tehran: Research center of cultural and social studies. (In Persian).

Burbules, N. C. (2004). Ways of Thinking about Educational Quality. Educational Researcher, 33(6), 4-10. Retrieved from: https://www.jstor.org/ stable/3699887.

Carr, D. (2010). Education, Contestation and Confusions of Sense and Concept. British Journal of Educational Studies, 58(1), 89-104. Retrieved from https:// www. Jstor. Org/stable/40962573.

Dancy, J.E. (1992). A Companion to epistemology. U.S.A: Blackwell.

Dewey, J. (1916), Democracy and Education, New York. Macmillan Co.

Gallager, C. W. (2012). The Trouble with Outcomes: Pragmatic Inquiry and Educational Aims. College English, 75(1), 42-60. Stable URL: https// www.jstor. Org/stable/24238306.

Glock. H. J (2008). What is analytic philosophy? London: Cambridge University Press.

Heyer, K. D. (2015), An Analysis of Aims and the Educational “Event”. Canadian Journal of Education. 38(1). 1-27. URL https:// www. Jstor.org/stable/ 10.2307/canajeducrevucan.38.1.03.

Hirst, P. H. & Peters, R.S. (1970). The Logic of Education. London: Routledge.

Khansary, M. (1982). Formal logic. Tehran: Agah Publications institute. (In Persian).

Kosterec, M. (2016). Methods of Conceptual Analysis. Journal of Filozofia, 71(3), 220-230.

Nabavi, lotfalah. (1998). Foundations of New Logic. Tehran: Samt Publications. (In Persian).

Nazarnejad, Narges. (2002). Nature and Types of Definition. Tabriz: Humanities Researches Institute. (In Persian).

Peters, R. S. (2010). Education as Initiation, In: Philosophical Analysis and Education. Archambault, R. D. (Ed). London: Routledge.

Peters, R. S. (1970). Ethics and Education. London: Gorge & Unwin LTD.

Peters, R. S. & Woods, J. & Dray, W. H. (1987). Aims of Education-Conceptual Inquiry, In: Philosophy of Education. Peters, R. S. (Ed). London: Oxford University Press.

Peters, R. S. (1998). The Justification of Education. In: Philosophy of Education, Major Themes in the Analytic Tradition. Volume 1. Hirst, P.H. & White, P. (Ed). London and New York: Routledge.

Quine, W. V. (1953). Reification of Universal, in: From a Logical Point of View. U. S. A: Harvard Ups.

Ryle, G. (1980). The concept of Mind. New York: Penguin Books.

Searle, J. R. (2996), Speech Acts. (M. A. Abdollahi, Trans), Qom: Islamic Science and Culture Institute. (In Persion).

Standish, P. (2004). Continental Philosophy and Philosophy of Education. Journal of Comparative Education, 40(4), 485-501.

Strool, A. (2000). Twentieth-Century Analytic Philosophy. New York: Colombia University Press.

Wittgenstein, L. (1953). Philosophical Investigations. Oxford: Blackwell.