Generative questions originating the article
- Does knowledge gain educative power as more and more people hold it in common?
- Does some knowledge held in common have greater power to educate than other knowledge?
- If so, what? How does the holding of knowledge in common educate?
- When might it miseducate?
- How does common knowledge educate at different levels of sophistication —
- at a person's initial encounter with things that educate,
- at more advanced levels, i.e., undergraduate education,
- and within domains of specialization, i.e., law school, medical school, engineering?
Key points to make
At the top level of the concern for common knowledge in education, we need to concentrate on developing an overall strategy for considering the matter. How does it differ from the canon debate? How does it differ from discussion of universals and the like in philosophy? How does it differ from assumptions about innate knowledge and the like in linguistics and other studies? What does it relate to theories of identity and cultural nationalism? These questions challenge the limits of our understanding. Do commonalities present a starting point or do they arise through constructed regularities?
Key resources to draw on
These materials do not belong at the top level of the concern.
Scope and tone of coverage
- This article should give an overview, mapping out the different considerations of how common knowledge educates.
What is meant by individuality in your statement -- "Individuality consists in the distinctive selection that each makes from what is held in common by all"?
nee2102 21:34, 26 June 2007 (EDT)