Curriculum challenges the traditional notion of it being a set list of subjects or skills to be mastered. Instead, it emphasizes critical thinking and inquiry, positioning education as a tool for questioning authority and exploring complex human experiences. This perspective aligns with critical pedagogy, where education is seen as a practice of freedom. How can schools balance this approach with the need to meet standardized educational outcomes?

How do we determine what knowledge is "of most worth" in the context of an increasingly diverse and rapidly changing society? Should the planned curriculum be more adaptable to cater to different cultural, social, and technological needs?