The Practical: A Language for Curriculum

I shall have three points. The first is this: that the field of curriculum is moribund, unable by its present methods and principles to continue its work and desperately in search of new and more effective principles and methods. The second point: the curriculum field has reached this unhappy state by inveterate and unexamined reliance on theory in an area where theory is partly inappropriate in the first place and where the theories extant, even where appropriate, are inadequate to the tasks which the curriculum field sets them. There are honorable exceptions to this rule but too few (and too little honored) to alter the state of affairs.