In this title, first published in 1982, the author deals with some of the all-important questions of curriculum justification such as why do we value knowledge?; why is it that we value some kinds of knowledge more than others?; can we simply receive knowledge to be good, or is our belief that it is so grounded in mans nature, or that of k
In this title, first published in 1982, the author deals with some of the all-important questions of curriculum justification such as why do we value knowledge?; why is it that we value some kinds of knowledge more than others?; can we simply receive knowledge to be good, or is our belief that it is so grounded in mans nature, or that of k