Resumen de Is Systematic Curriculum Design Always Feasible?
Working from the basis of a particular example of curriculum development, the writer argues that only some types of change lend themselves to the systematic approach which has come to be accepted as the most appropriate current model for curriculum design. He suggests that changes in the nature of modifications made because of a need to compromise, and those which are direct consequences of the ongoing process of formative evaluation, may well all be systematic — but that those which take the form of entirely new initiatives are seldom generated in a systematic manner.
