Institution and practice are the key concepts which guide and illuminate the central thesis of the book: To be effective, a theory of curriculum must be able to talk not only about questions of desirable practice, but also about questions of how practice may be aided or constrained by the nature of the institution within which it takes place. This significant new contribution to the literature of curriculum studies:
*represents a unique attempt to synthesize what have often been treated as quite separate issues: questions of the philosophical basis for curriculum decision making, questions of processes of decision making, and questions of the nature of schools and classrooms;
*presents its material in an evolutionary way, focusing on the continuing development of ideas, rather than on a "rhetoric of conclusions"; and
*offers a summing up of thought and achievement in the deliberative tradition that is not otherwise available.
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