This article attempts to extend and deepen the conversation concerning the knowledge-based approach to curriculum espoused by Michael Young in his 2013 "JCS" paper through revisiting the structure of the disciplines thinking of Joseph Schwab and German "Didaktik." It argues that curriculum making requires a theory of knowledge that not only differentiates different types of knowledge but also elucidates the concepts, theories, methods and habits of mind within a particular knowledge type that contribute to the cultivation of students' intellectual and moral powers or capacities. Furthermore, it needs a theory 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 the cultivation.