This paper examines research concerned with the definition, development, and effects of curriculum. Ten aspects of current curriculum scholarship are examined. The first three (the state of the field, the scope of the field, and the revolt against scientism and rationality) concern curriculum study as a whole. Despite the assessment that the field of curriculum research is dying (Schawb, 1969; Heubner, 1976), the author contends that two scholarly journals, "Journal of Curriculum Studies" and "Curriculum Network," are signs of current vigor. However, the scope of the field may be too broad and may suffer from lack of focus. Recently, 19 types of studies which may be considered as curriculum research have been identified (Posner, 1976). Debates concerning the definition of terms and clarification of concepts also exist. The current revolt against rationality and empiricism is aimed at social scientists who use the behavior of human beings as objects of study. The author points out that the object of curriculum research is to be as rational as possible in investigating how various factors manifest themselves and interact in curriculum studies. Historical and comparative studies, an analysis of "educational language," and new philosophical approaches are reviewed. The author concludes that although scholarly activity in the field is diverse, little in the way of a validated knowledge base for curriculum selection and organization exists. (KC)