In this title, first published in 1982, the author deals with some of the all-important questions of curriculum justification such as 'why do we value knowledge?'; 'why is it that we value some kinds of knowledge more than others?'; 'can we simply receive knowledge to be good, or is our belief that it is so grounded in man's nature, or that of knowledge itself?'. Traditional theories of justification are examined, and there is a detailed discussion of contributions to this question by such well-known philosophers as Hirst, Peters, Elliott and White. This title will be of interest to student of the philosophy of education.