The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual's development, and his/her relationship with the surroundings, are herein explicated. The distinction between these two methodological standpoints towards sustainable development results is presented using the Lithuanian case. The research hypotheses tested are: the Lithuanian common curriculum is not convenient for teaching dialogue and critical thinking and furthermore cannot help foster students' abilities to understand unique world phenomena. Content analysis results of the national curriculum presented in this article help prove the tested hypotheses. Improving the curriculum appears to be merely an imitation of change and one that produces new instructions for setting limitations upon teachers' creativity.