The literature on curriculum comprises three areas. The first is made up of the articles that advocate, describe, criticize, discuss, or pontificate. These articles contain little by way of discerning theoretical analysis and nothing by way of persuasive empirical evidence and are not considered here, though their influence on actual school practice may well exceed that of the materials that are covered. The second area deals with the problem of analysis, the problem of developing a body of curriculum theory that will help in the understanding of curriculum policy as well as the development of evaluation of curriculum practices. The third area of the literature seeks, through a wide variety of empirical studies, to provide data regarding the consequences of various curriculum choices. The latter two groups are discussed here under the headings of curriculum theory and analysis, curriculum structure, subject-area curriculum research, curriculum and teaching method, noncognitive outcomes in curriculum, and curriculum research and curriculum decisions. The fundamental question is still that of purpose. Curriculum researchers can no more remain indifferent to the value questions implicit in choices of objectives than can any other group of scientists. (Author/IRT)