Curriculum Content: Principles of Selection
In chapter 2, I argued very generally that, as educators, we are centrally (but by no means exclusively) concerned with the development of knowledge and understanding. Furthermore I argued:
1 that we must never lose sight of practical knowledge, partly because it is valuable in itself and partly because practical knowledge is so often what theoretical knowledge is theorizing about;
2 that there are many different kinds of knowledge, developed into various disciplined modes of inquiry. You should look back at the third section of that chapter before continuing with this because I wish to argue that it is from these public traditions of thought and inquiry that the subjectmatter of the curriculum should be drawn.