ABSTRACT

In Chapter 2, I considered the main subject areas it is necessary for people to grasp in order to be in a position to make informed choices about their l ives. I also suggested that a certain amount of practical knowledge and vocational t raining could reasonably be imparted in schools, though the precise nature of this would tend to be determined by prevailing social circumstances. Indeed, one of the points to be made about the curriculum is that we will decide about its overall content in the light of our general educational and social aims. In this chapter , I want to consider some philosophical theses concerning the nature of knowledge, which might appear to have some bearing on the way the curriculum is organized into distinct subjects . I shall argue that divisions of this sort are not to be made on purely philosophical g rounds , although I shall suggest that there is an important distinction of method to be made between the humanities and the sciences. I shall end the chapter by suggest ing where there should and should not be choice by pupils on curricular mat ters .

FORMS OF KNOWLEDGE