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.

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This article originally appeared as NSSE Yearbook Vol 72, No. 2.

Cite This Article as: Teachers College Record Volume 74 Number 6, 1973, p. 115-137 ID Number: 19481, Date Accessed: 9/27/2020 7:55:33 AM

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