ABSTRACT
This chapter explores a number of issues that examine the tensions between curriculum and didactics. It focuses on 'wisdom traditions' – and their role in curriculum, teaching and learning; research with a comparative lens for curriculum theorizing in cross-cultural contexts. The chapter also focuses on scholarly debates and their role for curriculum and didactics; and the future for theorizing curriculum, teaching and learning locally, nationally and globally. China has been influenced by multiple forms of curriculum theorizing at different times and at different levels of the social and political system. Curriculum conceived of as praxis is connected with ideals and "how ought" issues which are shaped by the socio-cultural and education traditions as well as wisdom and human agency. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
