R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

First published in 1973, Reason and Compassion showcases a collection of lectures by Professor Richard S. Peters concerned primarily with the moral position, based on compassion and on the use of reason, which is critical to code-encased moralities. He reacts to the idea that whilst many people are sympathetic towards protests against an established moral code, they are reluctant to align themselves with modern forms of nihilism, subjectivism and romantic revolt. The work studies the implications for moral education and takes account of modern work ethics, development psychology and philosophy of religion. It presents its findings in a way which can be appreciated by specialists and non-specialists alike. By making a distinction between the form of the moral consciousness and the content of particular moralities, Peters reconciles the development approach of Piaget with the approaches of other schools of thought, including the Freudians and social learning theorists.

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today.

The Plowden Report, Children and their Primary Schools (1967), had a huge impact on education in the latter 20th century, but at the time was labelled as left-wing, and of no practical use to the problems of education in the 1960s. The contributors to this volume were all concerned with the educational thinking of the Plowden Report, and its appropriateness or otherwise to the educational needs of the day. In quarters where the Plowden Report was treated as an authoritative textbook, the views in this volume provide a valuable critique.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of education in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

This book, originally published in 1959, makes explicit the social principles which underlie the procedures and political practice of the modern democratic state. The authors take the view that in the modern welfare state there are porblems connected with the nature of law, with concepts like rights, justice, equality, property, punishment, responsibility and liberty and which modern philosophical techniques can illuminate.

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.

First published in 1958 with a second edition in 1969, The Concept of Motivation looks philosophically and psychologically at the idea of motivation in order to explain human behaviour. Chapters cover types of explanation in psychological theories, motives and motivations, a look at Freud's theory, drive theories, and regression to hedonism. Despite its original publication date, the book explores topics which are still of great interest to us today. 'This is indeed an outstanding book; perhaps the best study in philosophical psychology to appear since Ryle and a work which [...] will remain a classic for many years' Philosophy

First published in 1967, this book looks at what the role of a headteacher should be, challenging the traditional views of the head and the authoritarian structure of schools. Contributors explore new concepts of the head's role in school and authors include both theorists and headteachers coming from various backgrounds including those that are historical, philosophical, sociological, and practical. The book also benefits from some more down-to-earth musings by heads on the job. The collection as a whole offers a stimulating variety of views on a subject which is of importance to all teachers, as well as those concerned with management and decision making. Although first published some time ago, it explores issues that are ever present today.

First published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author's teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.

First published in 1973, Reason and Compassion showcases a collection of lectures by Professor Richard S. Peters concerned primarily with the moral position, based on compassion and on the use of reason, which is critical to code-encased moralities. He reacts to the idea that whilst many people are sympathetic towards protests against an established moral code, they are reluctant to align themselves with modern forms of nihilism, subjectivism and romantic revolt. The work studies the implications for moral education and takes account of modern work ethics, development psychology and philosophy of religion. It presents its findings in a way which can be appreciated by specialists and non-specialists alike. By making a distinction between the form of the moral consciousness and the content of particular moralities, Peters reconciles the development approach of Piaget with the approaches of other schools of thought, including the Freudians and social learning theorists.

First published in 1981, Essays on Educators is a collection of essays on a variety of themes relating to Great Educators. The book is not only an exposition of the thought of these educators but a collection of critical essays in which their writings are used selectively to raise problems of permanent educational interest and importance. The first part explores the education of the individual in society and the development of reason. The second looks at progressivism and tradition in education and includes a critique of Herbert Spencer's Essays on Education, which are little known. The third part of the book is concerned with tackling educational problems from an interdisciplinary standpoint.

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today.

The purpose of this essay is to illustrate how the phenomenon of early childhood autism may cast light on issues that are central to our Understanding Of Normal Child Development - Issues Such As The Emotional origins of social experience and social understanding, the contribution of interpersonal relations to the genesis of symbolism and creative thought, and the role of intersubjectivity in the development of self. Drawing upon philosophical writings as well as empirical research on autism, the author challenges the individualistic and cognitive bias of much developmental psychology, and argues that early human development is founded upon a normal infant's capacity for distinct forms of "I - Thou" and "I - It" relatedness. To a large degree, autism may represent the psycho-pathological sequelae to biologically-based incapacities for social perception and interpersonal engagement.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in an educational context is considered.

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.

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.

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 volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in an educational context is considered.

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.

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.

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.

First published in 1981, Essays on Educators is a collection of essays on a variety of themes relating to Great Educators. The book is not only an exposition of the thought of these educators but a collection of critical essays in which their writings are used selectively to raise problems of permanent educational interest and importance. The first part explores the education of the individual in society and the development of reason. The second looks at progressivism and tradition in education and includes a critique of Herbert Spencer's Essays on Education, which are little known. The third part of the book is concerned with tackling educational problems from an interdisciplinary standpoint.

First published in 1967, this book looks at what the role of a headteacher should be, challenging the traditional views of the head and the authoritarian structure of schools. Contributors explore new concepts of the head's role in school and authors include both theorists and headteachers coming from various backgrounds including those that are historical, philosophical, sociological, and practical. The book also benefits from some more down-to-earth musings by heads on the job. The collection as a whole offers a stimulating variety of views on a subject which is of importance to all teachers, as well as those concerned with management and decision making. Although first published some time ago, it explores issues that are ever present today.