Education and Relevance: A Philosophical Analysis of William Glasser

Relevance's limitations in educational rhetoric are examined briefly; its possibilities and confusions in educational theory are explored. Glasser connects relevance with such disparate concerns as methods, materials, emotions, a child's ideas, occupations and aims. Such excursions are limited by the concept's relational and valueneutral nature. An educationally important, but oftignored epistemological context, is discussed from which closing remarks are made on what might be meant, and involved in, developing a "sense of relevance".