On Analyzing Curricula

Two articles appeared in the first issue of Curriculum Network Theory (Summer, 1968) which were the products of a similar professional concern. The concern was to formulate a plan by which curricula and/or instructional materials could be examined. Stevens and Morrissett reported a system for analyzing social science curriculal and Tyler and Klein reported a set of recommendations by which curricula and/or instructional materials could be evaluated. Although each article was generated by similar motives, the end products were quite dissimilar. The editor of the Curriculum Theory Network asked the authors of the two articles to respond to the other's product. Our reply is not a detailed analysis and evaluation of the system developed by Stevens and Morrissett. This paper attempts to put these two articles and a third one with a similar concern into a general perspective to which each of the three publications seems to make a particular contribution.