ABSTRACT
Th e notion of curriculum seems particularly lacking in recent times, as the word itself has nearly disappeared from public discourse and has been replaced instead by the terms standards and outcomes. Curriculum-as an imaginative concept that attends to learners’ experiences as well as the enduring consequences of education for individuals or society-does not enter contemporary political discussions focused on “accountability,” “competition,” and “achieving excellence.” Completely lost within this climate is the ethical question: What should the educated person become?
