ABSTRACT
In most faculties of education, research is focusedon teaching or, as many prefer, “instruction.” Thedominant interest is in learning how to teach more effectively, so that students can learn more quickly, as measured on standardized examinations. Such educational research is a form of social and behavioral science. While hardly disinterested in questions of pedagogy, the interdisciplinary field of curriculum studies attends to what knowledge is worth knowing. More influenced by scholarship in the humanities and the arts than by research in the social and behavioral sciences, the field studies the cultural, historical, and political questions that surround and inform the curriculum question: What knowledge is of most worth?
