A decade of curricular reform

This article seeks to identify the main features of the curricular reforms of the 1990s and their underlying philosophical assumptions. One feature is the considerable extent of the government's aspirations to control curricula and the inner life of children. Philosophical influences include postmodernism and constructivism, The purposes of schooling are identified as utilitarian, Lack of clarity in official thinking is seen as having led to inconsistencies and contradictions. Official positions are often highly contentious but not acknowledged as such and not defended against possible alternatives.