A collection of papers by leaders in the curriculum field, this book offers educators a scholarly look at current theory. The introduction provides a historical perspective and definitions of major curriculum theories. The book considers curriculum theory in the light of five major concerns: values, rational decision-making, psychological development, classroom practice, and sociopolitical analysis. The selections delineate the dichotomy between the scientific and humanistic goals of education. James B. Macdonald writes on "Values Bases and Issues for Curriculum," Robert Allen Ubbelohde offers "A Neo-Conservative Approach in Curriculum," Ralph W. Tyler suggests "Desirable Content for a Curriculum Development Syllabus Today," Daniel L. Duke notes "Data Curriculum Workers Need," William E. Doll, Jr. addresses "The Role of Contrast in the Development of Competence," Charles A. Letteri writes on "Cognitive Style: Implications for Curriculum," David C. Williams discusses "The Therapeutic Curriculum," Walter Doyle and Gerald Ponder explore "The Ethic of Practicality: Implications for Curriculum Development," Bernice J. Wolfson suggests "A Phenomenological Perspective on Curriculum and Learning," Dwayne Huebner offers thoughts "Toward a Political Economy of Curriculum and Human Development," and Michael W. Apple and Nancy R. King ask "What Do Schools Teach?" (Author/JM)