Current landscapes of curriculum discourse and educational practice are examined by focusing on co-evolutions of metaphors for knowledge, learning and teaching across four prominent 'frames'--namely, Standardized Education, Authentic Education, Democratic Citizenship Education and Systemic Sustainability Education. It is argued that these frames…

Assumptions underlying certain aspects of discovery-inquiry learning are examined. Inductive and hypothetico-deductive reasoning, principles which are now more or less taken for granted, will not always proceed smoothly. There do exist some identifiable human tendencies which can lead to bias in perception and interpretation of data. (AM)