The article, Curricular Metaphors, examines how modernist, postmodernist and constructivist perspectives effect student learning. Since 'curriculum' can encompass a wealth of diverse definitions, the author also analyzes the term and it's impact on students with regard to curriculum as subject matter, as programme of planned activities, as agenda for social reconstruction, as cultural reproduction, as discrete tasks and concepts, as intended learning outcomes (which is where we are headed with the new curriculum), as currere, as experience and as being null or hidden.Where do I lie on this continuum? Am I a traditional or progressive teacher?
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