The papers in this volume provide a coherent philosophical study of
a group of important and pressing educational issues such as the
selection of objectives for less able children, the fundamental
characteristics of teaching and the integration of the curriculum.
A thesis on the necessary differentiation of knowledge into
logically distinct forms is outlined, and is defended against
recent philosophical criticisms. Its implications for curriculum
planning are examined, with particular reference to the urgent
problems of adeqately characterizing liberal education and those
forms of moral and religious education that are appropriate in
maintained schools.
General
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