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By Decker F. Walker, Jonas F. Soltis

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All we can do with regard to these real and important practical problems is to call them to your attention and alert you to some of the possible ways you can cope with them in your own teaching assignments. Budgeting time regularly for curriculum work is essential; otherwise the insatiable time demands of students, colleagues, and school administrators will consume all available time. Working as a team with others provides colleagues whose expectations often help to motivate continuing allocations of time to curriculum work.

This does not mean that people feel less deeply about the moral acceptability of curriculum issues; but it does mean that it is more difficult to resolve these issues by appealing to generally accepted principles. Most often what people mean when they refer to goodness in a curriculum is something like its serviceableness for a certain range of purposes in a certain range of contexts. This is what we mean when we speak of a good clothes dryer or home computer. We mean that it rates highly on the many criteria appropriate to judging the performance and usefulness of such a thing in the context in which we expect to use it.

Before we try to answer these questions, let us consider a fanciful situation in order to throw some light on the nature of educational aims. Imagine you have been granted three wishes by a genie in a bottlea genie who has put some restrictions on your wishes. They cannot be wishes for something for you personally. The genie will not grant you a sports car or a million dollars or the love of that person you have been dying to go out with for the past six weeks. The wishes must be for good things for all people, such as good health or a clean environment.

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