Figures and Textboxes -- Foreword to the Third Edition (Chara Haeussler Bohan) -- Foreword to the Second Edition (Jared Stallones) -- Foreword to the First Edition (David M. Callejo-Perez) -- Preface to the Third Edition -- Preface to the Second Edition -- Preface to the First Edition -- Supplementary Materials -- Acknowledgments -- Introduction: What Is Curriculum and Why Does It Matter?: Curriculum versus Education -- Curriculum Questions -- Why Curriculum Matters -- What Is a Liberating Curriculum? -- Thesis and Structure of the Book -- Brief Book Overview -- Discussion Questions -- Notes -- CURRICULUM TRADITIONS?: -- Liberal Education (and Curriculum) for All -- Origins of a Liberal Curriculum -- The Christian Era and the Liberal Arts Ideal -- The Rise of Democracy -- Universal Liberal Curriculum and Deliberation -- John Dewey and Democratic Education -- Joseph Schwab’s Challenge to Curriculum -- The Five Commonplaces of Curriculum -- Why the Language of Commonplaces? -- Commonplace #1: Teachers -- Commonplace #2: Learners -- Commonplace #3: Subject Matter -- Commonplace #4: Context -- Commonplace #5: Curriculum Making -- A Map for Curriculum Makers -- The Horizontal Axis -- The Vertical Axis -- The Curriculum Map and the Five Curricular Traditions -- Discussion Questions -- Notes -- 2 Systematic Curriculum -- No Child Left Behind and Systematic Curriculum -- Curriculum Standards as a System -- The Rise of Common Core State Standards -- Background on the Systematic Curriculum Tradition -- John Franklin Bobbitt -- Werrett Wallace Charters -- The Free-Market System and Curriculum -- What about Curriculum? -- Systematic Curriculum and the Commonplaces -- Teachers -- Learners -- Subject Matter -- Context -- Curriculum Making -- Conclusion: Strengths and Weaknesses of Systematic Curriculum --Discussion Questions-- Notes --  3 Existentialist Curriculum -- Alfie Kohn and Curriculum for Personal Choice -- Maxine Greene and Existential Curriculum -- Elliot Eisner and Artistic Existentialism -- William F. Pinar and Curriculum Reconceptualization -- Some Background on Existentialist Curriculum -- G. Stanley Hall and Developmental Curriculum -- William Heard Kilpatrick and Project-Based Curriculum -- Existentialist Curriculum and the Commonplaces -- Teachers -- Learners -- Subject Matter -- Context --Curriculum Making-- Conclusion: Strengths and Weaknesses of Existentialist Curriculum -- Discussion Questions -- Notes -- 4 Radical Curriculum -- Michael Apple and Radical Curriculum -- Official Knowledge -- Ideology and Curriculum -- Paulo Freire and Radical Curriculum -- Pedagogy of the Oppressed -- Radical Christian Curriculum -- Gloria Ladson-Billings, The Dreamkeepers, and Radical Curriculum -- Some Background on Radical Curriculum -- George Counts -- Dare the School Build a New Social Order? and Curriculum -- Harold Rugg and Radical Social Studies Curriculum -- Radical Curriculum and the Commonplaces -- Teachers -- Learners -- Subject Matter -- Context -- Curriculum Making -- Conclusion: Strengths and Weaknesses of Radical Curriculum -- Discussion Questions -- Notes-- 5 Pragmatic Curriculum -- Ted Sizer and Pragmatic Curriculum -- Horace Smith’s Compromised Curriculum -- Sizer’s Pragmatic System -- Harry K. Wong and Pragmatic Curriculum -- Background on Pragmatic Curriculum -- John Dewey and the Philosophical Roots of Pragmatic Curriculum -- Dewey in the 1890s -- Dewey in 1916 -- Dewey during the Great Depression -- Ralph Tyler and Pragmatic Curriculum -- Tyler and the Roots of Curriculum Deliberation -- Pragmatic Curriculum and the Commonplaces -- Teachers -- Learners-- Subject Matter -- Context -- Curriculum Making -- Conclusion: Strengths and Weaknesses of Pragmatic Curriculum -- Discussion Questions -- Notes -- 6 Deliberative Curriculum -- William A. Reid and Deliberative Curriculum -- Thinking about the Curriculum-- Reid on Curriculum and Liberal Education -- Ian Westbury and Deliberative Curriculum -- Westbury on Liberal Education -- Westbury on Bildung, Didaktik, and Curriculum -- Cheryl J. Craig and Deliberative Curriculum through Teachers -- Some Background on Deliberative Curriculum -- Joseph Schwab’s Challenge to Curriculum -- Schwab and Deliberation -- Richard McKeon: Rhetoric and Humanity in the Curriculum -- McKeon on Rhetoric and Curriculum -- McKeon on the Theory–Practice Relationship and Deliberation -- Deliberative Curriculum and the Commonplaces -- Teachers -- Learners -- Subject Matter -- Context -- Curriculum Making -- Conclusion: Strengths and Weaknesses of Deliberative Curriculum -- Discussion Questions -- Notes -- CURRICULUM PRACTICE: -- What Should We Do with State Curriculum Standards? -- The Idea of Curriculum Standards -- Jesse Parker: High School U.S. History Teacher -- Resolving Mr. Parker’s Problems -- Kathy Waterman: Social Studies Department Chair -- Resolving Ms. Waterman’s Problems --  Michelle Ochoa: Fifth-Grade Teacher -- Resolving Ms. Ochoa’s Problems -- Discussion Questions -- How Can We Reestablish a Core Curriculum at Our University?: -- Northern State University -- Dr. Martin Fitzgerald -- Resolving Provost Fitzgerald’s Problems-- Lack of Faculty Support -- Lack of Balance between Teaching and Research -- Limited Resources -- Smithville College -- Resolving President Rankin’s Problems -- The Diversity Concern -- The Relevant Curriculum Argument -- The “Why More Religion?” Critique-- Discussion Questions -- What Should We Do to Create a Better Teacher Ed Curriculum? -- Western State University -- Dean John Mason -- WSU: The Context -- President Jenice Longfellow -- Dr. Ronnie Lopez -- Provost Barry Barnett -- Dean Michael Leadbetter-- Resolving Dean Mason’s Problems -- Freedom Hill College -- President Martin Westland -- Dean Eugene Barker -- Dr. Theresa Moore, Assistant Professor -- Resolving President Westland’s Problems -- Resolving Dr. Theresa Moore’s Problems -- Discussion Questions -- Notes --  Curriculum with Virtue: A Future for Deliberative Curriculum: -- The Ancient Roots of Curriculum Deliberation -- What Is Virtue and How Does It Relate to Curriculum? -- Faith and Curriculum -- John Amos Comenius and a Liberal Curriculum for All -- Discussion Questions -- Notes -- Appendix A: Curriculum Dilemmas -- Intelligent Design vs. Evolution: Teach It or Ignore It? -- Curriculum Dilemma #1 -- Should I Talk to the Principal or Not? -- Curriculum Dilemma #2 -- Must I Teach Phonics? -- Curriculum Dilemma #3 -- Should I Confront the Principal or Ignore What I Saw? -- Curriculum Dilemma #4 -- Should I Give the Star Running Back a Break or Uphold Standards? -- Curriculum Dilemma #5 -- Should American Sign Language Count as a Foreign Language? -- Curriculum Dilemma #6 -- Should Your Department Accept Dual-Credit Courses for Transfer Credit? -- Curriculum Dilemma #7 -- References -- Subject Index -- Name Index -- About the Author