ABSTRACT
The fact that some essays are about curriculum theory reflects the author's abiding effort to use historical analysis as a way of disentangling what we could possibly mean by a curriculum theory. For purposes of convenience, six of the essays are grouped under the subheading Curriculum History and six under the subheading Curriculum Theory. The balance in the first instance tilts toward curriculum history per se, and more directly toward curriculum theory in the second set. In fact, however, all the essays are part of a continuing endeavor on the author's part to explore both curriculum history and curriculum theory, not really separately, but at one and the same time. Beyond the formal statements of what the curriculum at any given time is or should be, there is also the curriculum that actually goes forward in schools and classrooms.
