Richard Peters: Pioneering contributions to educational philosophy and their lasting impact

Abstract

This article provides an in-depth examination of Richard Stanley Peters' significant contributions to the philosophy of education, focusing on how his ideas have shaped contemporary educational theory and practice. His contributions emphasize the intellectual and ethical development of individuals, arguing that education must cultivate both critical thinking and moral responsibility. The article explores key themes in Peters' thought, including his definition of the educated person, his emphasis on practical reasoning, and his insistence on the integration of moral education into the curriculum. It analyzes Peters' belief in the importance of experience and personal growth, drawing connections to pragmatist ideas, and examines how his framework integrates theoretical knowledge with practical application. The article also considers Peters' critique of instrumental approaches to education, which prioritize economic and utilitarian goals over intellectual and ethical development. The study assesses the ongoing relevance of Peters' philosophical ideas in the context of modern educational discourse and policy, particularly in relation to debates about the aims of education, the role of educators, and the challenges of moral education in increasingly pluralistic societies. By reviewing both the theoretical foundations and practical implications of Peters' work, the article offers a comprehensive evaluation of his lasting influence on educational philosophy and his continuing significance for contemporary educational thought.