ABSTRACT
In Chapter 1 we saw that Plato succeeds in asking certain important epistemological questions about the curriculum but fails to produce logically adequate answers. In Chapter 2 we saw how his failure is reflected in contemporary curricular proposals that emanate from all sides of the present debate about education. We saw, moreover, that among the central questions are:
What is it about our experience that makes possible a knowledgeclaiming, truth assertive language? How and under what conditions are we able to make the claims to knowledge that we do?
