ABSTRACT
The self domain is, as yet, an embryonic component of the curriculum but its emergence is clear. Not just talk of ‘self-reliance’, for instance, but examples presented themselves of curricula forms with this end in mind. Nursing studies presents the most striking instance, requiring students not only to keep reflective logs or diaries and, thereby, to develop self-monitoring and self-responsive capacities, but also to internalise systems of personal accountability. In the sciences, students are now required to develop their public personae by giving presentations, often in groups. It is in the humanities where the student self is, as yet, a relatively unidentifiable explicit component of the curriculum. There, the student self is relatively internal to the academic world, at most developing general critical powers: the external self is barely apparent as a curriculum feature.
