ABSTRACT
Many educationalists do not choose to examine the question of what, if anything, is worthwhile and why it is so. They prefer either simply to assert their own values or to accept a consensus of opinion on worthwhile aims and to formulate their educational objectives in the light of those unquestioned aims. But, since any auricular proposals that are put forward as desirable proposals logically involve a view of what is worthwhile, no one who deals in curricular recommendations can avoid committing himself, by implication at least, to a specific view about what is worthwhile. If we search hard enough, any curriculum proposals will be found to depend upon a particular conception of what is worthwhile - a bone, so to speak, perhaps obscured by the flesh of the theory in question, but nonetheless there.
