ABSTRACT
A curriculum theorist needs to answer the questions of what sort of content the curriculum should provide and why it should do so. Some tradition emphasis the intrinsic worth of a cultural tradition containing great works of art. The great educational value or worth is in the school curriculum. A complaint from the source to the effect that schooling is irrelevant or not teaching useful lessons presumably indicates that industry is not getting the skilled technicians, the cooperative labour force or the presentable management it wants. The first issue is general one: to argue that the curriculum should be relevant according to whom it should be useful, what purpose it should be useful for, and in whose judgement it should be useful. The second issue is more particular: so long as these over-worked words won't lie down, one need to watch very carefully to ensure that they are not appropriated by any particular faction and given a specific substantive meaning.
