In this article, the author discusses the kinds of knowledge and range of skills that will be needed to teach the curriculum of 2020. He contends that young people will need to prepare themselves for occupations different from those known today, and that the vocationally-focused, narrowly-instrumental curriculum in which secondary pupils acquire particular skills in readiness for particular jobs will give way to an era where "skills of adaptability" will be needed--skills that will prepare them to taken on a wide variety of different occupations. More important than familiarity with particular bodies of knowledge will be "intellectual approaches" or "ways of knowing". The author argues that the curriculum must be designed in order to animate these, rather than to stress the accumulation, retention, and recapitulation of information in exams. The curriculum students are likely to need in 2020 will be an experimental, progressive one, a curriculum which takes risks and looks ahead to an uncertain future. The author concludes that such a curriculum, liberating schools and those who study and teach in them from conventional habits of thought and action, will become a progressive engine as much for driving social change as for personal fulfillment.