Ways of Knowing and Curricular Conceptions: Implications for Program Planning
by Elizabeth Vallance - 1999
A distinction between Useful and Ornamental Knowledge is in many ways familiar to us. It parallels other dichotomies with which school people and the public struggle in setting priorities from the national to the individual school level. It echoes, for example, distinctions between required courses and electives, the basics and "frills," the core curriculum and its complements. These and other formulations attempt to make the necessary distinctions between what needs to be taught in school and what does not.
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