ABSTRACT
One of the central issues in education is surely that of how we are to think the relationship between the mind of the pupil and that which he is to learn. Indeed this issue is perhaps the definitive one for education, embracing as it does the nature of mental development, the nature of knowledge, the nature of learning and the nature of educational values. And from such considerations flow implications for the whole gamut of the educational enterprise: from curriculum aims, content, and methods, to the exercise of authority, discipline, and pupil-teacher relationships. It is a crucial task, then, for philosophy of education to work towards an adequate understanding of this relationship and it is with respect of this core problem that I wish to consider the work of Richard Peters, for he is a philosopher who has always been highly apprised of its importance.
