Conceptual Analysis in Determination of Educational Aims in Richard Peters’ Views: Explanation and Criticism

The primary purpose of this research is the recognition of conceptual analysis in Peters` views, its resulting inference for determination of educational aims and its criticism on the base of other philosophical and educational views. The method of research is an inferential-critical one. The conclusion shows that although the conceptual analysis has a long history, Late Wittgenstein pays attention to it, and Oxford Philosophers developed it. Peters employed this method in the analysis of educational concepts, in the definition of concepts, in dividing definitions into rich and week ones, and determination of necessary and sufficient conditions for the conceptual analysis. He also emphasizes on transcendentally in educational aims, on especial standards and precise analysis of aim in a conceptual analysis of educational aims. After near a half-century, the Peters’ views are reviewable in mental conceptions, the definition of concepts, and the development of elements in the conceptual analysis method and determination of educational aims. Nowadays, Peter’s transcendentally in educational aim is understood as a classical thought, because in post-analytical thought, the emphasis in the determination of educational aims is on social constructivism, flexible aims and variety of cultures.