ABSTRACT
The synoptic perspective of the retrospective analyses puts all with an interest in curriculum studies on a common footing. The systematic study of the curriculum is of relatively origin. There existed no specialist journals concerned to report studies and researches into curriculum questions. Complementing the retrospective papers are papers indicating what the new departures may be. The purpose these serve is altogether different; they mark frontier crossings, forays into unknown territory. It serves the teacher in as much as it indicates the scope and complexities of the field he is to teach. As criticism of the rational, scientific, technological model grew so new modes for studying the curriculum began to be employed; modes which represented a return to earlier, naturalistic, forms of enquiry; to the case study and the simple empirical studies. The procedural, managerial paradigm of the objectives approach was for more than thirty years the way to approach curriculum problems.
