The Philosophical Context
by Philip G. Smith - 1973
In this chapter we shall rest with the intuitive case for relevance and shall not review any of the attempts to explicate the connections between a philosophic position and an educational policy decision. I shall warn only that since much else enters into policy decisions (e.g., psychological and sociological views of teaching and learning, various community pressures and priorities, differing perceptions of what is feasible in a given context), it is very difficult to establish a one-to-one relationship between, say, an epistemological position and a curriculum or teaching strategy.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: