ABSTRACT
As a continuation of Chapter 4, Chapter 5 examines knowledge questions in the programmatic and classroom arenas through analysing how the knowledge-its-own-end thesis and the cultivation-via-knowledge platform are translated into curriculum planning and classroom practice. It argues for a theory (or theories) of content that addresses how knowledge is selected and transformed into curriculum content, what educational potential content has and how such potential can be disclosed or unlocked for cultivation. The chapter concludes by addressing how the discussion goes beyond the work of Young and his colleagues concerning curriculum planning and the formation of a school subject.
