Abstract
This paper outlines aspects and dimensions of my 'relationship' with Richard Peters from 1966 onward. The underlying suggestion is that, while Peters' contribution to philosophy of education was undeniably of major proportions, both that contribution and his legacy are institutional rather than substantive.
Original language | English |
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Pages (from-to) | 182-190 |
Number of pages | 9 |
Journal | Educational Philosophy and Theory |
Volume | 45 |
Issue number | 2 |
DOIs | |
Publication status | Published - 2013 |