Approaching curriculum theory from an historical-hermeneutic approach, the author draws analogies from theology in urging: (1) no new orthodoxies; (2) a syncretic approach to curriculum theory; (3) community and dialectical interaction between theorists and practitioners; and (4) a sense of humor. (MJB)

The curriculum field must regain its lost synoptic functions and clarify the distortions created by an overweening and uncritical acceptance of scientific approaches. It should not undertake more and more discrete functions but, through synopsis, bring together conflicting points of view and promote balance. (Author)

From the premise that the utility of education varies from individual to individual and over time, the author argues for greater public involvement in determining what should be the values of schooling. (MJB)

A suggested approach to curing our massive social ills is a curriculum division of social problems into: (1) a study of the most significant of these problems (from subject matter and basic democratic principles' approaches); and (2) a problem-solving approach toward controversial issues about which both the public and experts disagree. (MJB)

The field of curriculum is neither ready to identify social problems, nor to discuss them, nor to influence what really happens in the schools, because it has not clarified its own essential nature and functions. (Author/MJB)