ABSTRACT
Richard Peters’ claim in his essay on ‘The education of the emotions’ (Peters, 1972) that there is a twofold task involved in the education of the emotions – the development of appropriate appraisals, and the control and canalisation of passivity – is a consequence of the way he thinks of both emotions and education. I shall argue that this double conceptual constraint leads him into an altogether too narrow an account of how the emotions can be educated. This critique will lead us both into a richer, alternative account of the topic and also into a more extensive investigation of Peters’ philosophy of mind.
