ABSTRACT

The recent launch of the new ‘National Curriculum’ in Britain has provided a series of classic demonstrations of the need for curriculum history. Wilful ignorance or deliberate misrepresentation of history has been on more-or-less daily display. The ‘debate’ has cried out for historical edification. To take one instance: The Times carried an editorial on a ‘True Education Bill’ when the legislation for the new national curriculum emerged. The editor argued: