The treatment of emotions in Richard Stanley Peters’ theory of education and 20th century Anglo-Saxon tradition Authors Miriam Prieto Egido Centro de Estudios Superiores Don Bosco (Espanya) Keywords: emotional education, David Carr, Richard S. Peters, history of education, moral development, cognitive development. Abstract The article proposes to retrieve the work that R. S. Peters developed in the field of analytical philosophy during the 60s and 70s in the 20th century in order to consider their relevance in the current educational analysis of emotions. Emotions are nowadays a central issue in education, partly due to the contributions of Emotional Intelligence and the educational versions regarding social and emotional learning (SEL andSEAL). Although these proposals have been, on the whole, warmly received, some critical voices have arisen from Anglo-Saxon tradition in recent years which, from the Philosophy of Education, question their conceptual rigour and point out the lack of consideration of the moral character of affective experience. The analyses of Peters enable us to approach the two shortcomings in the current educational treatment of emotions: the precise definition of the phenomenon, an aspect which Peters deals with through the activity–passivity dichotomy; and the relationship of emotions with what is moral, which Peters reflected by differentiating between emotion and motive. The development of the article aims to reveal the validity of these distinctions. In order to do this, the contributions of Peters are presented in relation to some current studies on emotional education, especially the ones by David Carr, who also stressesthe importance of considering emotions in relation to cognitive and moral dimensions. The article ends by emphasizing the need to integrate the new postulations regarding emotional education with the analyses which, since the middle of the 20thcentury, have been conducted on the emotional phenomenon.Key words: emotional education, David Carr, Richard S. Peters, history of education, moral development, cognitive development. Downloads PDF (Català) PDF PDF (Español) Issue No. 21 (2013): gener-juny Section Monographic theme License The intellectual property of articles belongs to the respective authors. On submitting articles for publication to the journal Educació i Història: Revista d'Història de l'Educació, authors accept the following terms:Authors assign to Society for the History of Education in Catalan-speaking countries (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació i Història: Revista d'Història de l'Educació.Authors answer to Society for the History of Education in Catalan-speaking countries for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.The Society for the History of Education in Catalan-speaking countries declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at http://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.The journal is not responsible for the ideas and opinions expressed by the authors of the published articles.