Liberal Education and the Curriculum

NOTES AND REFERENCES

• Hirst , P.H. 1974 . Knowledge and the Curriculum , 47 – 48 . London : Routledge & Kegan Paul .
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• Ibid.
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• O'Hear , Anthony . 1981 . Education, Society and Human Nature , 96 – 102 . London : Routledge & Kegan Paul . E.g.,
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• Ibid. 32
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• Martin , Jane Roland . 1981 . “ Needed: a paradigm for liberal education ” . In Philosophy and Education: the Eightieth Yearbook of the National Society for the Study of Education , Edited by: Soltis , Jonah . 43 Chicago : The National Society for the Study of Education . See
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• Hirst , P.H. Knowledge and the Curriculum , 42
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• I am not quite certain that the justifications Hirst offers in this part of the book are intended to support his specific conception of liberal education or some vague notion of an education defined in terms of the pursuit of rational knowledge. I choose the former interpretation because otherwise Hirst's argument would be utterly trivial.
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• Hirst , P.H. Knowledge and the Curriculum , 42
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• It is essential to understand that Hirst is not in the business of neutral conceptual analysis. He offers a prescriptive conception of liberal education in much the same way as John Rawls gives us a prescriptive conception of justice. Thus to say that Rawls's or Hirst's conceptions are objective is not to suggest that their ideas of justice or liberal education accurately reflect ordinary language. In this context ‘objective’ expresses an endorsement (allegedly on rational grounds) of certain high‐level practical directives
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• Hirst , P.H. Knowledge and the Curriculum , 43
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• Wolff , Robert Paul . 1970 . In Defense of Anarchism , New York : Harper & Row .
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• Midgley , Mary . 1979 . Beast and Man, passim , Brighton : Harvester . Cf., Murdoch, Iris (1970) The Sovereignty of Good, pp. 77‐104; and
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• Mill , J.S. 1956 . On Liberty , 67 – 90 . Indianapolis : Bobbs‐Merrill .
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• Hirst , Paul and Peters , R.S. 1970 . The Logic of Education , 66 London : Routledge & Kegan Paul . It may not be fair to attribute the same ideal of intellectual breadth to both authors. Originally, Peters had sharply distinguished his own notion of ‘cognitive perspective’ from the supposedly more demanding idea of a liberal education in the sense that Hirst stipulates; but in their jointly‐authored book Hirst's aversion to specialisation in the secondary school is firmly re‐asserted. See Peters, R.S. (1966) Ethics and Education, p. 44 (London, Allen & Unwin);
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• Hirst , Paul . Knowledge and the Curriculum , 17 Peters, R.S., Ethics and Education, p. 62
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• White , J.P. 1971 . “ The curriculum mongers: education in reverse ” . In The Curriculum: Context, Design and Development , Edited by: Hooper , Richard . 274 Edinburgh : Oliver & Boyd .
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• Ibid. 275
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• 1983 . British Journal of Educational Research , February See my Interests and the curriculum,
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