EDUCATION FOR LIFE
The conclusion that separate subjects have a necessary place in the curriculum is sometimes taken to imply acceptance of the educational and cultural status quo. Some critics of the subjectorientated approach to education argue that this entails ossification of the curriculum in the form and content it assumed in the nineteenth century. It is assumed that as we sweep towards the twenty-first century we need a curriculum geared to the experience of rapid and radical change which appears to be the condition of humanity in advanced industrial societies. But emphasis upon education for a rapidly changing future is largely irrelevant to the problem of whether the curriculum is subject or project based. Avoiding curricular and cultural stagnation requires constant revaluation of the content of whatever mode of curricular organization we adopt. In particular, we need to be sensitive to novel ways of looking at experience which may be implicit in developments in scientific knowledge, in technological change and social reorganization, or which follow from innovations in the arts and developments in the behavioural disciplines, all implying different possibilities of self-awareness which alter the interests of human beings.