ABSTRACT
For me this chapter is of crucial significance. Here I shall endeavor to outline the process-inquiry model and I shall offer my ideas on how schools and curriculum can be improved by students, teachers, administrators and parents. Stated briefly the proposition is that the curriculum can be substantially reformed and improved through the practice of “the arts of the reflective practitioner,” involving members of the school community. The notion here is that curriculum development and the act of research and critical reflection belongs to the members of the school community – not to external agents and agencies. I am simply suggesting that in designing any curriculum, whatever ideology one subscribes to, one must consider a basic design question: “Do I use objectives or not?”
