ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book considers one aspect of what is involved in deciding what to teach: one aspect of the problem of curriculum justification. The problem is big and complex, and two aspects must be kept in mind here, though they can only be explored in companion volumes. First, there is the question of who ought to choose the curriculum. It is hard to decide between such powerful claimants as teachers, parents, priests, students, employers, politicians and pupils. Secondly, there is the question of what it is useful to learn. a positive argument whereby knowledge is valuable in a way that takes us beyond a simple dichotomy between extrinsic and intrinsic value. The chapter discusses a positive argument whereby knowledge is valuable in a way that takes beyond a simple dichotomy between extrinsic and intrinsic value.
