ABSTRACT
This chapter looks at the curriculum issues specific to professional education and considers the nature and role of curriculum theory in a more general way. The majority of curriculum theory, and continuing contemporary speculation about the appropriate approaches to curriculum styles, has focused on schooling and on pedagogy. Most curriculum theory does emphasise the appropriateness in attempting to broaden the educational experience of learners, and may persuade some course designers that such 'specialists' should play a part. Basil Bernstein amongst other curriculum theorists consistently argued that a theory about curriculum comes with a theory of knowledge, which takes them into the realm of epistemology, the philosophical study of the nature and limits of knowledge. Most professionals will argue that they simply do not have the time, or encouragement, even if they had the inclination, to work their way through lengthy and often over-academic-style material.
