ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book draws on a wealth of curriculum scholarship and experience with comparative curriculum theorizing. It highlights the influence of Western curriculum thinking as an alternative to more traditional approaches to curriculum development. The book shows how learner-centred approaches to teaching in Hong Kong reflect diverse theoretical positions and often raise problems for local teachers. It also highlights the important implications for teacher education. The book argues for a more professional and autonomous role for Taiwan's teachers in curriculum reform. It suggests a future comparative research agenda with Chinese curriculum scholars. The book provides a strong case for the relevance of didactic thinking in current educational thinking. It examines the strengths and the weaknesses of the European and North American approaches to facilitating student learning.
