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Ameliorating educational concepts and the value of analytic philosophy of education

Jane Gatley

Educational Philosophy and Theory, Volume: 55, Issue: 4, Pages: 1 - 11

Swansea University Author: Jane Gatley

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DOI (Published version): 10.1080/00131857.2022.2117029

Abstract

R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make i...

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Published in: Educational Philosophy and Theory
ISSN: 0013-1857 1469-5812
Published: Informa UK Limited 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60881
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first_indexed 2022-08-24T09:56:00Z
last_indexed 2023-01-27T04:14:22Z
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spelling v2 60881 2022-08-24 Ameliorating educational concepts and the value of analytic philosophy of education c4e96c9e3ef14ef3fc4f926397d9ff48 Jane Gatley Jane Gatley true false 2022-08-24 EDUC R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make its value clearer. I outline some critiques of analytic philosophy of education, and respond by clarifying its aims. The key insight is that if analytic philosophy of education is explicitly aligned with recent trends in social philosophy to focus on ameliorative analysis, then its value and relevance as a method in educational studies becomes clearer. Ameliorative analysis starts with the social role that a concept plays, and analyses it with this purpose in mind. I illustrate how R. S. Peters analysis of education would be approached differently with ameliorative analysis in mind, and conclude by pointing to some interesting points of discussion that arise from this approach. Journal Article Educational Philosophy and Theory 55 4 1 11 Informa UK Limited 0013-1857 1469-5812 Metaphilosophy; analytic philosophy; research methods; education 2 9 2022 2022-09-02 10.1080/00131857.2022.2117029 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University SU Library paid the OA fee (TA Institutional Deal) Economic and Social Research Council 2023-06-12T17:09:49.6990477 2022-08-24T10:24:07.0285728 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Jane Gatley 1 60881__25103__28ebabbc34984ecaaafd1effc609d477.pdf 60881_VoR.pdf 2022-09-09T15:23:51.6614228 Output 985370 application/pdf Version of Record true © 2022 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Ameliorating educational concepts and the value of analytic philosophy of education
spellingShingle Ameliorating educational concepts and the value of analytic philosophy of education
Jane Gatley
title_short Ameliorating educational concepts and the value of analytic philosophy of education
title_full Ameliorating educational concepts and the value of analytic philosophy of education
title_fullStr Ameliorating educational concepts and the value of analytic philosophy of education
title_full_unstemmed Ameliorating educational concepts and the value of analytic philosophy of education
title_sort Ameliorating educational concepts and the value of analytic philosophy of education
author_id_str_mv c4e96c9e3ef14ef3fc4f926397d9ff48
author_id_fullname_str_mv c4e96c9e3ef14ef3fc4f926397d9ff48_***_Jane Gatley
author Jane Gatley
author2 Jane Gatley
format Journal article
container_title Educational Philosophy and Theory
container_volume 55
container_issue 4
container_start_page 1
publishDate 2022
institution Swansea University
issn 0013-1857
1469-5812
doi_str_mv 10.1080/00131857.2022.2117029
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make its value clearer. I outline some critiques of analytic philosophy of education, and respond by clarifying its aims. The key insight is that if analytic philosophy of education is explicitly aligned with recent trends in social philosophy to focus on ameliorative analysis, then its value and relevance as a method in educational studies becomes clearer. Ameliorative analysis starts with the social role that a concept plays, and analyses it with this purpose in mind. I illustrate how R. S. Peters analysis of education would be approached differently with ameliorative analysis in mind, and conclude by pointing to some interesting points of discussion that arise from this approach.
published_date 2022-09-02T17:09:47Z
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score 11.01753

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