THE ARTICULATION OF DEVELOPMENT, SCHOOL KNOWLEDGE AND CULTURE

a challenge to the field of curriculum

Abstract

The article focuses on curriculum work.. It criticizes the way the field of curriculum has incorporated elements from psychology of education related to development and suggests other approaches. It also criticizes the neglect of school knowledge in progressive curriculum proposals. Finally, it insists on the consideration of contemporary cultural phenomena in the processes of planning and developing curricula. It argues for the articulation of all these aspects in curriculum work.