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date: 23 November 2020

Abstract and Keywords

This article addresses general questions concerning the extent to which, and the ways in which, the curriculum is and ought to be driven by our views of knowledge. It discusses the realization of some educational philosophers that the obvious starting point for curriculum reflection is with questions about the epistemic status of this or that form of knowledge or skill. It describes Plato's conception of knowledge and his views on education and curriculum and John Dewey's pragmatist progressivism. It also describes the implications of the key issues of curriculum theory for political philosophy and theory.

Keywords: curriculum, knowledge, epistemic status, Plato, education, John Dewey, pragmatist progressivism, political philosophy, political theory

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