The assumptions of curriculum based upon external reinforcement psychology and subject-content mastery by remands and punishments are 1) a stable pupil IQ, 2) largely environmentally determined, 3) essentially evaluated through problem-solving to get answers, 4) a one-to-one correspondence with concept and conceptual-scheme hierarchical learning and 5) culture-free within the dominant culture. Equilibrationists, on the contrary, base curriculum on these assumptions: 1) a dynamic, ever-changing intellect, 2) determined through (genetic) maturation amd (environment) interaction in which, as processes are conserved, they form a readiness for the next stages in an invariant decalage, 3) through logic (to evaluate answers as well as to find them), 4) which schema have a one-to-one correspondence established between perceptual and conceptual worlds and 5) are culture-determined unless education intervenes to reduce cultural blindness with an educational component. The former is teacher-oriented, the latter learner-oriented. Equilibration curriculum research in the USA falls far behind external-reinforcement content-mastery research and needs much attention. (Included in the comparison is description of curriculum material construction, evaluation, outcomes, and materials of instruction for each of the two curriculum types.) (Author/JS)