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Liberal education and the secondary curriculum : an analysis of the connection between liberal education and knowledge, and its implications for a secondary curriculum

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Yaxley, BG (1970) Liberal education and the secondary curriculum : an analysis of the connection between liberal education and knowledge, and its implications for a secondary curriculum. Coursework Master thesis, University of Tasmania.

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Abstract

Current debate concerning secondary education has given rise to
questions relating to the relative emphasis which should be given to
both the development of knowledge and understanding by the pupils, and
socialization during secondary education. Focusing on the former
would seem to correlate with the acceptance of a view that a universal
structuring of all knowledge is possible and that the secondary curriculum
should be primarily concerned with pupils acquiring knowledge within such
a structure. Conversely, when the secondary school is considered to be
primarily an agency of socialization, such a view of knowledge would not
appear to be accepted. In this case, knowledge may be seen to be
culturally bound and socially determined.
In his article entitled "Liberal education and the nature of knowledge" Hirst analyses knowledge as being structured into logically
distinct and mutually irreducible forms. Each such form has certain
central concepts which are characteristic of that form. For a given form
of knowledge these and other concepts denote particular aspects of
experience. The networks of possible relationships between the concepts
specific to a form of knowledge form a basis for understanding experience.
These relationships may be understood within the distinctive logical
structure of that form. By virtue of its particular terms and logic, each
form has distinctive expressions and statements, which are testable against
experience. The various forms of knowledge are also differentiated
according to techniques and skills which have developed for exploring
experience and testing their characteristic expressions and statements
against experience.
The acceptance of such an analysis has clear and necessary implications
for both the planning and conduct of secondary education.

Item Type: Thesis (Coursework Master)
Keywords: Hirst, Paul Heywood, Education, Humanistic, Curriculum planning, Education, Secondary
Copyright Holders: The Author
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Copyright the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Ed.)--Tasmanian College of Advanced Education, [197-?]. Includes bibliographical references

Date Deposited: 04 Feb 2015 23:29
Last Modified: 22 Aug 2016 06:16
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