Abstract
Based on a review of its historical evolution and the contributions of significant writers in the field, this article addresses perennial questions of purpose, content and pedagogy in education in the arts and humanities and, more broadly, liberal education. Taking cognizance of the educational significance of service-learning and practical knowledge, it calls for a revitalization of arts and humanities education by drawing on elements of feminist theory as expounded by Jane Roland Martin and the emphasis on praxis, service and pedagogy in the writings of Paulo Freire, Ira Shor and others in the tradition of critical pedagogy
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DOI 10.1177/1474022209356348
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Knowledge and the Curriculum.G. H. Bantock - 1977 - British Journal of Educational Studies 25 (1):88.
Democracy and Education.J. E. Creighton - 1916 - Philosophical Review 25 (5):735.
Troubled Theory in the Debate Between Hirst and Carr.Fiachra Long - 2008 - Journal of Philosophy of Education 42 (1):133-147.
Troubled Theory in the Debate Between Hirst and Carr.Fiachra Long - 2008 - Journal of Philosophy of Education 42 (1):133-147.

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