ABSTRACT
Everyone believes that they know what other people should learn. Though they might not be able to express the precise detail, they could certainly advance the categories, whether in terms of bodies of knowledge, skills, or by an appeal to a higher or ‘more educated’ authority. The fact that defining the curriculum, like much of education, is seen by many to be part of ‘common sense’ does not make it any easier to engage in debate about purposes and priorities.
