Abstract
Richard Peters is generally assumed to have been the prime mover as well as the continuing inspiration of the recent revolution in the philosophy of education. This is — we might almost say literally — no more than a half truth. For O’Connor published An Introduction to the Philosophy of Education in 1957. In the Preface he thanked some colleagues at Keele for constructive criticisms, and spoke of seminars, in his time there in the early 1950s, which had ‘first interested me in these questions’. Authority, Responsibility and Education, based on broadcast talks, which was the first book in this area to come from Peters, was published in 1959. Ethics and Education and the collection on The Concept of Education followed only in 1966 and 1967, by which time Peters was established in the key position in the University of London Institute of Education.
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Notes
We can only, and cannot but, speculate about Alan Ryan’s reasons — in reviewing Frank Palmer (ed.) Anti-Racism: An Assault on Education and Value (London: Sherwood, 1986) in The Times Literary Supplement for holding all this to be unimportant outside what he curiously dismisses as ‘rural Berkshire’. In Ryan’s view, it seems, Britain’s Silicon Valley is populated entirely by hicks and hayseeds, while the miseducation of 300,300 children in Inner London is of no importance.
Education for All: The Report of the Committee of Enquiry into the Education of Children from Ethnic Minority Groups (London: HMSO, 1985). All concerned should at least notice that the only racially-motivated killing to have occurred in a British school happened in a school the staff of which was most enthusiastically implementing precisely those policies so strongly endorsed by Swann. Compare Ray Honeyford’s Multi-ethnic Education: The Burnage High School Lesson (York: Campaign for Real Education, 1988).
Just how great such differences can be, even between sets not readily distinguishable by outsiders, and the members of which such outsiders scarcely could discriminate either for or against, can be seen by studying Thomas Sowell Ethnic America (New York: Basic, 1981). It is an index of pervasive bad faith among the activists of ‘anti-racism’ that they refuse either to read or to recommend any of the relevant works of Sowell — who is himself, incidentally, a Harlem-raised black as well as an outstanding Chicago-trained economist.
Arguably this was true of the unfortunate Ik; for whose miserable existence see Colin Turnbull, The Mountain People (London: Cape, 1973).
See Stewart Deuchar The New History: A Critique (York: Campaign for Real Education, 1988). Those interested in this topic may also be referred to my ‘The Philosophy of Schools Council History’, in the Journal of the Philosophy of Education for 1989.
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© 1991 Palgrave Macmillan, a division of Macmillan Publishers Limited
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Flew, A. (1991). Education: Anti-racist, Multi-ethnic and Multi-cultural. In: Mahalingam, I., Carr, B. (eds) Logical Foundations. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-21232-3_21
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