2.+The+Key+Forces

"[...] we find different interest groups competing for dominance over the curriculum and, at different times, achieving some measure of control, depending on local as well as general social conditions. Each of these interest groups, then, represents a force for a different selection of knowledge and values drawn from the culture and hence a kind of lobby for a different curriculum." (Kliebard, 2004, p. 7)

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**The Humanists** //Their beliefs// are that the main function of the school is to teach reasoning power and to pass on Western cultural heritage. //Their ideal curriculum// includes the teaching of traditional subjects, i.e. grammar, literature and art, mathematics, geography and history to all students. //Their critics argue// that not everyone is born with the same abilities, what humanists suggest is for many students too demanding and unnecessary. It is therefore better to differentiate instruction instead of teaching all students the same subjects in the same way.

**The Developmentalists** //Their beliefs// are that there is a systematic natural order in a child’s development, which can be scientifically proven. Further, they believe that not every subject has the same educational value for every child and consequently, not every student needs to receive the same instruction. Education is supposed to provide a vast range of experiences. //Their ideal curriculum// is based on the child’s interests, abilities, and needs, while following natural learning patterns. It allows room for spontaneity and individuality as well as the learner’s active participation. //Their critics argue// that not providing every child with the same opportunities by not teaching all of them the same subjects might predetermine their social and professional future, denying them equal opportunities.

**The Social Efficiency Educators** //Their beliefs// are that through the application of industrial efficiency techniques, education can and shall produce citizens that help establish an efficient and socially stable society. Further, they believe that the humanist curriculum is of little relevance for the majority of students. //Their ideal curriculum// is therefore developed with specific educational results in mind. It encompasses all life activities, the teaching of vocational subjects, while eliminating some of the conventional subjects. It directly prepares students for their future roles, providing them with the necessary specialized skills needed in this new industrial era. Since the future adult-roles differ, the instruction is differentiated as well. //Their critics argue// that social efficiency education is only geared towards the needs of society, thereby ignoring the needs of the individual as well as ethical and aesthetic elements within education.

**The Social Meliorists** //Their beliefs// are that education can be a powerful tool in achieving social reform and progress. Education needs to be equally distributed, allowing everyone the same chances, in order to produce a just society. //Their ideal curriculum// is based on needs rather than conventional academic subjects and is (adult-) directed towards social progress. Therefore it includes a strong focus on social studies. It addresses for example inequalities of gender and race. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Their critics argue// that education cannot heal all social maladies. Further, since adult-directed, it does not give enough attention to the needs and interests of the child.

<span style="color: #404040; font-family: 'Times New Roman',Times,serif; font-size: 120%;">“Each of these interest groups, then, represents a force for a different selection of knowledge and values drawn from the culture and hence a kind of lobby for a different curriculum.” (Kliebard, 2004, p. 7) <span style="color: #808080; font-family: 'Times New Roman',Times,serif; font-size: 140%;">NEXT