Faculty of Education - Theses

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Author: Goodrich, R. A. × End date: 1989 × Start date: 1980 × Type: Masters Research thesis × Subject: Education × Subject: Philosophy ×

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    Artistic knowledge, meaning, and truth in educational theory
    Goodrich, R. A. ( 1983)
    On both sides of the Atlantic, there has emerged a number of influential defences since the early 'sixties of liberal or general education. Several of these may be characterised by the way in which those activities said to be educational are ultimately tied to the concept of knowledge. For all the variations in their conception of knowledge, both philosophers of education and curriculum theorists alike have constantly acknowledged this connexion, as respectively exemplified by R.K. Elliott ...my chief concern is with the justification of education as the pursuit of knowledge and understanding1 and R.A. Pring in educating we are concerned with the development, indeed enrichment, of mental life, and...central to such development is the growth of knowledge.2 Furthermore, when analysing the concept of knowledge, such philosophers and theorists have investigated possible ways of dividing or categorising it in order to rationalise or justify the place of such disciplines as the various arts and sciences within the curriculum of liberal or general education. Within this trend, two figures, notable for stressing knowledge and mind, meaning and truth as the crucial determinants in curriculum planning, have proved amongst the most influential. They are P.H. Hirst and P.H. Phenix whose views are popularly associated with the epistemological frames of reference respectively known as "forms of knowledge" and "realms of meaning" (originally entitled "generic classes of knowledge"). (From Introduction)