Design and Realisation as a Form of Knowledge

Abstract

In the competition of a crowded curriculum the only convincing argument that can be made for the inclusion of a subject is thought to be the possession by the subject of some unique featur~ which enables a fount of knowledge to be explored, not otherwise available, or not susceptible of being otherwise encountered. It is this general proposition which has led curriculum builders to examine 'knowledge' or 'information about the world' in order to see what unique characteristics are exhibited and whether they correspond to the division into disciplines and subjects.