September 1989
Journal of Curriculum & Supervision;Fall1989, Vol. 5 Issue 1, p1
Academic Journal
The article deals with the complexities of defining curriculum and provides insights on a fundamental problem in the field. Emphasis is given on value decision as a requirement in the central question of curriculum as to what should be taught. Curriculum developers, thus, are proposed to learn useful and ornamental things in educating students. Also involved in curriculum decision-making and development are the problem of knowledge distribution, as well as the balance and integration of the various studies. Four considerations that are implied by the problems and issues that define curriculum are justifications for things studied in school, whom and under what circumstances knowledge is distributed, teaching rules and the interrelationship of curriculum components.


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