This five-part book identifies the orientations that emerge from diverse alternative prescriptions for the content, goals, and organization of curriculum and presents articles that exemplify these orientations. Part 1 discusses the development of the cognitive process, which is primarily concerned with the refinement of intellectual operation. Part 2 discusses curriculum as technology, which conceptualizes the function of curriculum as finding an efficient means to a set of predefined nonproblematic ends. Part 3 discusses the self-actualization approach, which views the function of curriculum as providing personally satisfying consummatory experiences for the individual learner. Part 4 discusses social reconstruction-relevance, which emphasizes the role of education and curriculum content within the larger social context. Part 5 discusses academic rationalism, which is primarily concerned with enabling the young to acquire tools to participate in the western cultural tradition and providng access to the greatest ideas and objects that man has created. Also discussed are the three curriculum fallacies that emerge from curricular arguments, which are formalism, content, and universalism. A bibliography concludes each article. (PD)