ABSTRACT
Curriculum theorizing refers to the process of reflecting — thoughtfulness about curriculum matters and seeking meaning and direction for curriculum experiences. The emphasis is more upon reflection and processes of thinking than the production of documents, curriculum plans or theories. Theorizing is thus a general process involving individuals in three distinct activities: being sensitive to emerging patterns in phenomena; attempting to identify common patterns and issues; and relating patterns to one's own teaching context. The term 'reconceptualization' was first used by J. Macdonald to describe 'a group of individuals who look upon the task of theorising as a creative intellectual task which they maintain should be neither used as a basis for prescription or as an empirically testable set of principles and relationships. The purpose of these persons is to develop and criticise conceptual schema in the hope that new ways of talking about curriculum, which may in the future be far more fruitful than present orientations, will be forthcoming'.
