ABSTRACT
This chapter focuses on 13 theses that focus on the state of curriculum studies. The author compares and contrasts and makes declarations that include the following: What it means to do curriculum studies versus be seized by it; the challenge of preparing others to enter the world as compared with envisioning a different one; a language state as opposed to a state apparatus; abandoning era as in pursuit of states exchanging ghostly haunting for a return to the founders of curriculum for guidance in how we think; empirical versus nonempirical philosophy of experience; living versus dwelling; displace the concept of man with something both postempiricist and postsocial science; exchange empirical truth claims for ethical commitments; pursue posthuman understandings of dwelling in the world; allow love to function as an analogy to teaching and learning; theorize concepts in the spirit of an ethical intervention; and conceptualize curriculum in a third space that honors the question of love against the state. The author closes with a turn toward art that allows those in the field to think community without identity and read aesthetically in loving hope of a better future.
