This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 "JCS" paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German "Didaktik." It argues that curriculum making requires a theory of knowledge…

The primary objective of this paper is to discuss the implications of applying Habermas's concept of self-critical appropriation for rethinking the structure of the modernist curriculum, specifically the organization of school subjects and instruction time devoted to each of them. To this end, the paper examines Habermas's differentiation between…

Styles influencing curriculum development -- management models, liberal non-intervention, and the exclusion of affective for cognitive objectives -- fail to give an account of personal man in his culture. Through "cultivation of soul" some teachers provide a rational way to respond to the weaknesses of overly rationalized learning. (JH)

Argues that school systems should tolerate, accept, and promote diversity in both the formal curriculum and informal policies of school management. Contends that citizens have the primary responsibility for pressuring school officials to develop curricula that promote diversity. (CFR)

Criticizes the compartmentalization of educational practices into a hierarchy of general, vocational, and social. Argues for a more holistic integration of technology, vocation, and education reflecting a vision of lifelong learning and meaningful work. Discusses examples of this including the Scandinavian tradition of "Sloyd"…