The major curriculum issue in Norway focuses on the form of learning as opposed to the content of learning. At the turn of the century the school program emphasized content; teaching centered around the acquisition and storage of knowledge. During the 1920s and 1930s, however, theorists stressed the form of the educational process. The process of learning concentrated on the act of thought to the denigration of the content of thinking. Leading educators were influenced by John Dewey's "How We Think" in which he proposed his well-known five-stage thinking process. A new phase began a decade after World War Two with European critiques of Dewey's theory. The Norwegian scholar, Reidar Myhre concluded that "education must not lose sight of either the activity of thought or the content of thought." The School Law of 1969 emphasized that content and form intermingled. Finally, in the 1970s the national curriculum committee settled the controversy by recognizing content and form as an entity. The committee determined that the learning process is complex and cannot be reduced to psychological steps; the content of any discipline encompasses bodies of knowledge as well as forms of thought and understanding; and teaching-learning style is molded in the corresponding forms of thought and understanding. (KC)