Explains how nontraditional postsecondary education can provide ideas to help traditional curriculum theory developers when they are required to develop and implement theories for novel situations. Information is presented on case studies of curriculum development theories and on evaluation models. (Author/DB)

The criterion for determining whether a matter is controversial is that contrary views may be held without those views being contrary to reason. Suggests that education which ignores controversial issues is seriously inadequate and that to teach a subject in a way that makes no reference to its controversial parts is to misrepresent it. (Author/KC)

Those in the field of curriculum have failed to conduct the empirical research needed to clarify the nature of the phenomena and problems which are addressed. (Author)

The democratization of South Africa has necessitated a transformation of the education system. The current transformational landscape of higher education in South Africa requires that basic curriculum concepts, and principles be rediscovered and, rethought with a view to ensuring that future educational practice is based on sound, and proven…

The article discusses the lack of recognition given to jazz in music education in England. (Author/RM)

A pluralistic or eclectic use of educational theory is essential to curriculum deliberation in the sense that deliberation is enriched by the examination of problematic situations from a variety of perspectives. Skills, abilities, and sensitivities requisite to the practice of a critical pluralism are discussed. (RM)

Suggests that educational philosphers have adopted Immanuel Kant's argument that 12 categories are necessary for a complete understanding of the natural and moral worlds. Concludes that using Kantian arguments to determine curriculum is logically invalid. The key to educational philosophy lies in inquiry into the nature of thought and…

Preservice teachers are usually taught to organize lessons by stating objectives, organizing content and methods to teach objectives, and planning evaluation. Suggests an alternative technique that encourages teachers to think of the lesson as a good story to be told rather than as a set of objectives to be achieved. (RM)

The successful use of Decker Walker's curriculum development model in different educational settings in Israel and Australia demonstrates that inductively derived models can assist educational practice in a way that deductive models cannot. However, Walker's model should not be viewed as a general panacea. Issues that must be examined are…

Suggests that curriculum workers take time to write accounts of their experiences in developing curriculum and maintains that the literature on curriculum development should contain more accounts and analyses by curriculum workers. (Author/DB)

Semiotics is the study of signs of all kinds. How the definitions and specialized terminologies of semiotics are related to curriculum is discussed, and how semiotics can be integrated into specific instructional activities is examined. An illustrative model is included. (RM)

Reviews research on curriculum development and implementation and presents a model of teacher involvement in curriculum development and implementation tested within the framework of a regional teachers' workshop in Israel. (DB)

Describes and evaluates a social science syllabus designed in 1979 to teach social studies to high school students in Papua, New Guinea within the framework of their own society. Advantages of the curriculum for students and teachers are outlined. (DB)

Explains teacher participation in curriculum development as consisting mainly of adoption or modification of existing curriculum and/or of developing curriculum as part of a project with which they are involved. Describes a workshop in which teachers developed a study unit on geography. (Author/DB)

Reviews the development of a curriculum studies infrastructure in Africa with particular emphasis on support and encouragement given to curriculum development in developing nations by developed nations. (DB)