A Critique of some Arguments in the Case for Integrated Studies

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Abstract
Five arguments which suggest that the integrated curriculum is superior to the subject-based curriculum are examined. It is maintained that the common weakness of these arguments is that each confuses the principle of curriculum organization with other, quite independent principles. The purpose of the article is not to discredit the notion of the integrated curriculum, but to show that some of the arguments put forward in support of this mode of curriculum organization are spurious.

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