The paper is concerned with the conflicting principles revealed respectively by those who argue for the common school and by those who seek to promote a system of schools that, though maintained by the state, might reflect the different religious beliefs within the community. The philosopher, John Dewey, is appealed to in defence of the common school, though similar ideas are reflected in the developing comprehensive ideal in Britain.

ABSTRACT Changing fashions in how the school curriculum is organised are sometimes seen as a regular shift from child‐centred to subject‐centred education, and back again. At the present moment, the British Government is enforcing ‘subject‐centredness’, partly as a reaction to criticism of declining standards attributed to less rigorous child‐centred approaches. On the other hand, other Government initiatives hark back to child‐centred principles. This apparent paradox is partly resolved through a closer analysis of one particular tradition of ‘child‐centred’ education, and of (...) what is represented by ‘subjects’. Such analyses take us necessarily into ethics and epistemology. (shrink)