Abstract
In general, educational philosophers of the analytic school have tended to be fairly conservative about the aims and the organisation of schooling. For instance, R.S. Peters, the most widely known and influential of them, has found no fault with, in fact he has explicitly defended traditional features of schooling such as the primacy of cognitive goals over affective and social goals, the authority of the teacher, and a basically hierarchical approach to “curriculum decisions, in order for children and adolescents, who do not know they need it, to be initiated into the mysteries of their civilisation. This stance, which involves accepting the broad shape which schooling has traditionally taken, has inevitably been unacceptably conservative for some readers, who have looked for other sources of educational enlightenment. These have been found in a variety of places, but the most popular, widely respected and influential alternative in the field of western, English language educational philosophy, over the period since the 1960s during which the analytic school has constituted a conservative orthodoxy, has been the ideas of a number of people whom I label the popular radicals.
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References
Rogers, Carl Rogers on Personal Power, p72.
Ibid, p73.
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Ibid, p289.
Ibid, p290.
Ibid, p291.
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Ibid, p80.
Ibid, p78.
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Ibid.
Ibid, p55.
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For a more extended exploration of the parallels, see Watt, A.J., ‘Illich and Anarchism’, Educational Philosophy and Theory, 13, 1981, pp1–15.
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Ibid, p110.
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Ibid. p77.
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Ibid, p59.
Ibid, p109.
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Ibid. p241.
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© 1989 Kluwer Academic Publishers
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Watt, J. (1989). The Popular Radicals. In: Individualism and Educational Theory. Philosophy and Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2460-4_6
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DOI: https://doi.org/10.1007/978-94-009-2460-4_6
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