The rationale for the teaching of literature: soundings in Paul Hirst's epistemology

Abstract Paul Hirst’s reconceptualization of his epistemology provides a basis for this exploration the various aspects rationale teaching literature. The article reflects close analysis knowledge and curriculum in early work develops insights later work. This leads to identification five strands that form role literature within curriculum. first strand refers context, cultural background, or information necessary engage with many works second concerns providing pleasure. third considers offering multiple forms understanding insight. Strands four address place educational context. fourth possibilities offered education language by study literary texts. fifth honing ability propose defend arguments interpretation texts as conduit development one aspect practical reason.