Kelly starts by defining curriculum, but this is more difficult than you would first think.
Should the curriculum be defined as what should be learned or the skills that should be developed.
Kelly says the most dangerous fallacy is that the knowledge content of the curriculum is paramount.
This would be a useful paper to consider the idea that we know a lot about curriculum theory, but for some reason we choose not to put it into practice. Kelly would argue that the curriculum designers have an ulterior motive.
