Experts and Control of the Curriculum
DOI:
https://doi.org/10.11575/jet.v13i2.43791Abstract
Control of School curriculum has been a dormant issue poked alive in recent years. Since Plato, a stock answer has been that relevant experts should have control. One novel and interesting argument against this is that curriculum decision making is simply not a sufficiently recondite area to warrant helmsmanship by theorists. This argument is presented and attacked. In its place is offered quite a different reason for rejecting control by experts.
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