Knowledge and CDT: Some Questions Posed

Abstract

It is not at all easy, within the traditions of educational knowledge, to set out the distinctiveness of COT. Part of the difficulty lies in the fact that within the intellectualist liberal tradition there is a tendency to see knowledge primarily as the uttering of true and justifiable statements. On this basis the higher the status a school subject possesses the more likely it is to be firmly grounded in the academic disciplines, which set the measure of human truth. Sometimes it seems as if all knowledge resides solely within the arts and the sciences. In reaction to this, writers have attempted to find some unique intellectual asset in a practical activity such as human movement or to discover parallels between the so-called two cultures of the arts and the sciences and a third culture of practical activities or design or engineering.