Document Type



Master of Arts



Date of Defense


Graduate Advisor

Stephanie A.


McGinnis, Jon

Delston, Jill


American educational curricular policy defines knowledge in an unfortunately narrow way. Specifically, it favors theoretical knowledge that is both appropriate for college bound students and is easy to assess by mass distributed standardized tests. But there are many domains of knowledge which, when implemented into the curriculum, serve equally well to prepare students for life after schooling. In this paper I construct a logical space for discussing knowledge in an educational institution that is not so narrow. I divide knowledge into two main categories, virtues and techne. The domain of virtues contain contains two additional categories, virtues of character and epistemic virtues. The domain of techne contains both theoretical knowledge and productive knowledge. I then explain what types of knowledge properly belong in which domain and argue that any student that graduates from high school fully with a deficiency in one or more domain has been improperly prepared for life after school, regardless of the post-schooling path he or she chooses.