ANALYTICAL

PHILOSOPHY

MERNELLI G. ESTABILLO
MAEE 200
You’re under arrest
I’m bigger than you
Ice cube
Excuse me
platinum
Day in day out
too big to ignore
Go for it
breaking a custom
ANALYTICAL PHILOSOPHY
a method of approaching philosophical
problems through analysis of the terms
in which they are expressed, associated
with Anglo-American philosophy of the
early 20th century. It is also called
linguistic philosophy.
What is an analytical
definition in philosophy?
a philosophical movement that seeks
the solution of philosophical problems
in the analysis of propositions or
sentences. — called also philosophical
analysis.
Richard Stanley Peters was an
English philosopher. His work
belongs mainly to the areas of
political theory, philosophical
psychology, and philosophy of
education.

Born:31 October 1919, India

Died: 30 December 2011, London,
United Kingdom
Education: University of London
Influence on the philosophy of education:
Peters is known particularly for his work in the
philosophy of education. However, his early
writings were occupied with psychology, more
exactly with a philosophical view of psychological
issues. Thus his research was in the areas
motivation, emotions, personality as well as social
behaviour and the relationship between reason
and longing.
Perhaps the most important work by
Peters is Ethics and Education. With this
and his subsequent publications he
significantly influenced the development
of the philosophy of education in Britain
and world-wide.
The influence was a result of his
examination of the concept of
education in the sense of analytic
philosophy, a central tool being term
analysis. Peters explored two
substantial aspects of the philosophy
of education: the normative and the
cognitive.
NORMATIVE statements make
claims about how things should or
ought to be, how to value them,
which things are good or bad, and
which actions are right or wrong.
COGNITIVE:
"the mental action or process of
acquiring knowledge and understanding
through thought, experience, and the
senses". Cognitive skills are used to
comprehend, process, remember and
apply incoming information.
Paul Heywood Hirst
Paul Heywood Hirst, British education educator.
postgraduate certified in education, Cambridge
University, 1952; academic diploma in education,
University London, 1954. De Carle lecturer University
Otago (New Zealand), 1976; Fink lecturer University
Melbourne, 1976. Member Royal Norwegian Society
Sciences and Letters (overseas), Philosophy of
Education Society (honorary vice president), Royal
Institute Philosophy Council, Athenaeum.
Background

Hirst, Paul Heywood was born

on November 10, 1927 in
Huddersfield, Yorkshire,
England. Son of Herbert and
Winifred (Michelbacher) Hirst.
VIEWS:
Hirst was the cofounder, with Richard Peters, of
the British school of analytical philosophy of
education in the 1960s and 1970s. He is best
known for his account—influenced by Oakeshott—
of a liberal education based on an initiation into
logically distinct ‘forms of knowledge', each with
its own peculiar concepts and tests for truth.
VIEWS:
Hirst developed specific aspects of this
view in writings about education in the
arts, morality and religious knowledge.
His theory has been extraordinarily
influential, both within the discipline
and in the world of school curriculum
planning.
VIEWS:
In the late 1980s Hirst began to go further
than many of his critics in rejecting what
he then saw as the over-rationalistic
emphasis of his earlier theory,
constructing a new account of the content
of education—influenced by neo-
Aristotelian linking—based on social
practices.
VIEWS:
His rethinking has also been reflected in
his writings on educational theory, which
no longer argue for educational practices
derived from work in established
theoretical disciplines, but stress the
importance of practical theories
operationally developed.
“ Tell me and I’ll forget. Show me and I
may remember. Involve me and I learn.”
Benjamin Franklin