Knowledge Production and Utilization in Curriculum.

The intent of this paper is to examine several dimensions of knowledge production and utilization in curriculum. Attention is given to what sorts of knowledge the field requires, the form it must take to be effectively utilized, and the processes by which the required knowledge is created and put into appropriate form. The paper draws upon work by Schwab and Broudy on the use of knowledge in educational practice. Reference is also made to the relationship between knowledge in curriculum and the larger field of zetetics. Discussion of the development of curriculum knowledge in technological form depends chiefly upon studies by Westbury and Oliver. Forms of inquiry in curriculum and the resultant knowledge pool are examined comprehensively. Finally, knowledge utilization concepts from Havelock and applied to linkage of curriculum knowledge and practice. (RT)