The Curriculum - WordPress.com

een removed from their sphere of influence. If, however, as a result of this,teachers and educationists generally cease to face these questions, even if atpresent they can approach them only in a largely theoretical way, then thosequestions will be faced by no one, and there are issues encapsulated in thosequestions which many would see as vital not only to the future of education butto the quality of the society in which future generations will live. The debatemust go on, centralized control or not, and it must be conducted at a properlyrigorous and critical level. It is that kind of debate Curriculum Studies endeavoursto fuel. And it is that kind of debate whose importance this book is seekingto reaffirm and to which it is attempting to contribute.All that follows, therefore, should be seen by the reader as an attempt toprovide him or her with the understanding and, particularly, the critical apparatusneeded to engage in this kind of rigorous study of curricular practices,both as a sound underpinning for his or her own practice and as a firm basisfor evaluating official policy, especially when this is being imposed by force oflaw, and making appropriately professional contributions to what must be acontinuing professional debate.It is in this sense rather than in that of the purely mechanistic or technicistthat the book seeks to improve the quality of educational provision at all levels.Key issues raised by this chapter1 What form of school curriculum is most compatible with education in andfor a democratic society?2 What is the most appropriate form of intellectual study of education and theschool curriculum?3 Why is this kind of study important – for teachers?– for society at large?4 How prevalent is this kind of study at the present time?Suggested further readingThe CurriculumCarr, W. (1995) For Education: Towards Critical Educational Enquiry, Buckingham andPhiladelphia: Open University Press.24