The inclusion of religion in public education remains contentious in many countries, including Canada. As multiple religions fill the public sphere, some religious education is necessary if Canadians are to understand each other. Social studies is seen as an appropriate subject to include such education given its foci on diversity and citizenship.…

This article analyzes the notion of curriculum potential by revisiting the ideas of Miriam Ben-Peretz and Joseph Schwab. Invoking the German "Didaktik" tradition and by way of a curriculum-making framework, the paper argues that interpreting curriculum materials for curriculum potential requires a careful analysis and unpacking of the meanings and…

This article describes three case studies using J. Schwab's "Practical 4" cooperative curriculum change model. The model works, although there are pitfalls to be aware of. (DCS)

Analyzes and classifies various forms of curriculum development strategies; reviews and summarizes their use in terms of their major characteristics and consequences; analyzes their relative merits with respect to 10 criteria; and, finally, discusses their policy implications. (MLF)

Curriculum theory provides the central principle that addresses itself to the question of what we ought to do when we teach children and youth. (Author/MLF)

The central concerns of curriculum are actually value questions. If there can be a source for a theory of curriculum, it is in the direction of philosophy. (Author/MLF)

The history of how the 1947 conference devoted to the theme of curriculum theory formulation came about is discussed in this article. (MLF)

The part the artistic-aesthetic might play in contemporary curriculum would be providing opportunities for the seizing of a range of meanings by persons open to the world. (Author/MLF)

Discusses how educational philosopher Joseph Schwab's conception of theory applies to curriculum development. Subtopics include the relationship of theory to practice; four universal components of education and their relationships; the curriculum development group, whose composition reflects the four components; and goal-directed versus…

Considers the interconnection of curriculum problems and the processes by which they are treated and argues that much is to be gained by seeing curriculum problems and processes as instances of much wider sets of problems and processes generally belonging in the area of public policymaking. (Author/MLF)

Some ideas about how available pieces of reading theory, research, and instruction fit together. (Author)