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PHILLIP HUGHES A thorough examination of any educational process demands that we look at the past as well as the present. Not only does the past contain the precedents of present practices, but its study may lay bare the assumptions hidden beneath them. In a study of the curriculum, the past is unusually difficult to penetrate. An examination of past writings on the subject gives two separate shocks: one, that things appear so much the same; two, that things appear so different. There are at once statements that appear fresh and relevant and beside them those which appear ridiculous in their remoteness. Both appearances, of course, may be deceptive. Both similarity and difference may be exaggerated at a distance through language usage. For this reason we will begin by specifying the sense in which the major terms are used. Following, we shall examine briefly the major strands of curriculum develop ment in Australia, appraise the present position in relation to the significant issues and problems and sketch some of the prospective results of change. Clearly a task of this complexity can only be outlined in this space but such an outline may well serve as an opportunity for others
Australian Journal of Education – SAGE
Published: Oct 1, 1966
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