ABSTRACT
WE often talk of people developing mathematically or as artists, and could give criteria for this if asked without much difficulty. Subject-specialists in schools and Colleges of Education tend to approach education from this point of view and understand each other fairly well. But they often come into conflict with others, usually in Education Departments, who argue that what is important is the development of the child as a person, and that a subjectcentred type of approach to education is both artificial and a hindrance to personal development.
