R. S. Peters의 학교교육관 비판

A Critical Examination on Schooling of Richard S. Peters

The aim of this thesis was to clarify the perspective on schooling in educational philosophy of Richard S. Peters, and to criticize it more synthetically based upon some educational theories or philosophies. It can be concluded from what has been discussed so far. Firstly, researcher has clarified the perspective on 'schooling' which Peters had suggested in his works and articles. The characteristics of his perspective on schooling are traditional and conservative. For the most important aim of schools to him is to teach worthwhileness of society to students. According to him, schools are one of the social institutions which to teach more theoretical knowledge than practical knowledge. Furthermore, he justified methods of educational control to realize this aim of school. Secondly, researcher has criticized his perspective on schooling synthetically in various respects such as analytic philosophy, critical theories, Marxism and Post-modernism. His difficulties about perspective of schooling have include as followings: naturalistic fallacy which confuse 'what school is' and 'what school ought to be', ambiguity or vagueness of concepts such as 'values' and 'society', some dualistic fallacy which evaluate lowly practical values such as job, and overlooking of overt facts that schools has reproducted profits of ruling class in historical process. Thirdly, researcher has concluded as followings: His perspective on schooling wasn't suitable for swiftly changing society, because it was very conservative and unflexible. That is to say, it would not be adopted well with information society or post-modem society. Persons be educated in his school are intellectual or theoretical, but are not practical to solve his problems actively or efficiently. So, because his conception on schooling have some difficulties, it must be revised and then expanded by another perspectives. After it has done, his perspective on schooling can be more persuasive.