R.S. Peters – författare

John Dewey was one of the most influential American philosophers of his time and also one of the most prolific, with about forty books and 700 articles to his credit. When this book was originally published in 1977 Dewey''s work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained little known outside the USA. This present volume helped redress this balance.

John Dewey was one of the most influential American philosophers of his time and also one of the most prolific, with about forty books and 700 articles to his credit. When this book was originally published in 1977 Dewey''s work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained little known outside the USA. This present volume helped redress this balance.

This collection of important and significant papers examines a wide range of issues. One of the author''s main concerns is to clarify the meaning of ''education'' and ''quality in education'' - a phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of ''liberal education'' are also exposed, and Herbert Spencer''s question ''What knowledge is of most worth?'', vital in the light of the recent vast development of knowledge, is considered. The first section of the collection clarifies different aspects of the concept of education and to reflect upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato''s conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.

This collection of important and significant papers examines a wide range of issues. One of the author''s main concerns is to clarify the meaning of ''education'' and ''quality in education'' - a phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of ''liberal education'' are also exposed, and Herbert Spencer''s question ''What knowledge is of most worth?'', vital in the light of the recent vast development of knowledge, is considered. The first section of the collection clarifies different aspects of the concept of education and to reflect upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato''s conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.

A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include:the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching.

A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include:the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching.