Curriculum development is a moral enterprise because it is concerned not so much with what is as with what ought to be. (Author)

The aim of this article is to explore, through the case of the official Israeli state curriculum, how the educational system is affected by social changes and how it responds to them, and to suggest curricular directions that go along with the new social reality that has emerged in Israel during the past decade. We offer a conceptual-theoretical…

We, who conduct curriculum studies, should be focusing our discussion on an analysis of what schools do not do, on what they are not achieving, so as to build an understanding of what can be done to give effect to our own, and our societies', minimalist aspirations for the schools. (Author)

Addresses the problems of special education in the larger context of curriculum theory. Points out the inadequacy of considering such issues as mainstreaming, identification of exceptional students, and teacher training in isolation from more fundamental questions of learning goals or outcomes. (TE)