Problems about such matters as grounding the curriculum in the social realities of a particular culture, determining educational aims, and selecting content are logical first steps in the development of any internally consistent pattern of curriculum organization. The professional educator is accustomed to thinking in terms of subjects, activities, problems, or some such organizational scheme. It is indeed difficult for him to visualize objectives or content until he can see these in a school programme. In fact, he is prone to rush ahead with changes in the organizational structure before he has thought through the new objectives that require new content. This book also deals with various methods of selecting curriculum contents and their organization for the successful outcomes of education.
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