(Landon E. Beyer and Michael W. Apple, eds., 1988, The Curriculum [Albany: State University of New York Press], p. 5.)
Epistemological: What should count as knowledge? As knowing?
Political: Who shall control the selection and distribution of knowledge? Through what institutions?
Economic: How is the control of knowledge linked to the existing and unequal distribution of power, goods, and services in society?
Ideological: What knowledge is of most worth? Whose knowledge is it?
Technical: How shall curricular knowledge be made accessible to students?
Aesthetic: How do we link the curriculum knowledge to the biography and personal meanings of the student?
Ethical: How shall we treat others responsibly and justly in education?
Historical: What traditions in the field already exist to help us answer these questions? What other resources do we need to go further?