Divisions of Knowledge

divisions of knowledge

veryard projects > education > divisions

divisions ancient and modern

integration

links

The ancient Greeks organized education into seven divisions of knowledge.

Quadrivia	Arithmetic Geometry Astronomy Music
Trivia	Grammar Rhetoric Logic

Modern schools divide education into a series of separate subjects, with no links between them.

Sciences	Maths IT Physics Chemistry Biology Psychology
Arts	English Media French Latin History Geography

Instead of regarding "geography" and "history" and the rest as separate subjects ...

independent bodies of knowledge
discrete subject matter
separate school lessons
different textbooks
different exams and qualifications

... we prefer to regard them as adverbs - multiple perspectives on the same unified subject matter, which we can study scientifically, geographically, historically or mathematically.

>> topological implications - using the links between subjects to improve access

topology of knowledge

veryard projects > education > divisions > topology

The education system often presents a struggle between students who want to give up subjects that they find difficult or boring, and educational policies (enforced by national curriculum or university entrance) that regards certain subjects as essential.

If we acknowledge and understand the links between these subjects, then some new educational paths become available.

A student who has particular aptitude for one style of study, can be helped to leverage this aptitude to gain access to other subjects.
For example, a student with a mathematical talent can discover various ways of applying mathematics to other subjects - from social science to the humanities.

A student who has particular interest for one topic can be motivated to explore this topic from different perspectives.
For example, a student who is interested in technology may find the history of technology more interesting than the history of dynastic politics. Such a student may end up studying history technologically as well as studying technology historically.

A student who has a self-image that is associated with particular topics (I'm good at X, I'm no good at Y, I'm not interested in Z) can be encouraged to challenge these simple categories, and discover unrealised talents and interests.

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	A student who has particular aptitude for one style of study, can be helped to leverage this aptitude to gain access to other subjects. For example, a student with a mathematical talent can discover various ways of applying mathematics to other subjects - from social science to the humanities.
	A student who has particular interest for one topic can be motivated to explore this topic from different perspectives. For example, a student who is interested in technology may find the history of technology more interesting than the history of dynastic politics. Such a student may end up studying history technologically as well as studying technology historically.
	A student who has a self-image that is associated with particular topics (I'm good at X, I'm no good at Y, I'm not interested in Z) can be encouraged to challenge these simple categories, and discover unrealised talents and interests.