ABSTRACT
In order to design effective curriculum, the curriculum writer must first understand how knowledge within a discipline is constructed. Disciplines have evolved as discrete entities over centuries as the result of the different kinds of questions researchers have asked and the different research methodologies they have developed to answer them. The theory of knowledge underlying the Multiple Menu Model is based on the three levels of knowing first suggested by the American psychologist and philosopher, William James. Knowledge-about builds upon remembering and recalling, but it also includes more advanced elements of knowing such as distinguishing, translating, interpreting, and being able to explain a given fact, concept, theory, or principle. The Multiple Menu Model emphasizes process objectives that have broader transfer value such as application, appreciation, self-actualization, and improved cognitive structures. In other words, this model views representative topics as vehicles for process development.
