"Curriculum" is one of those contested educational concepts that everyone uses, but almost no one agrees upon a definition. Scholars in curriculum studies have been fighting about it for years, and have done so to little ends. So before considering "What Curriculum Could Be," it is important to articulate just what the author means when he talks about "curriculum." His view of curriculum is based on the works of Dewey (1901; 1916), Vygotsky (1987), Freire (1970), Huebner (1999), and Bernstein (1996), and in this article, he briefly explains how he connects this seemingly diverse collection of theorists. From Dewey (1901; 1916), he gleans that the curriculum is an amalgam of both human relations and educational environs. From Vygotsky (1987), he sees the way humans use physical and conceptual tools to engage with the world around them in the process of learning. From both Freire (1970) and Vygotsky (1987), he understands consciousness as thinking-about-thinking, a process that develops from learning with and within the world. From Huebner (1999), he looks at curriculum as a form of complex environmental design. And from Bernstein (1996), he understands the role classroom discourse plays in limiting and shaping classroom consciousness.