Abstract

This paper examines two considerations of curricular debate's place in the university. The author compares Gerald Graff's argument for "teaching the conflicts" with David Bromwich's claim that education is "an adventure in its most precise sense" and finds that the two scholars' basic diferences originate from (a) contrasting conceptions of students and the teaching and learning process, and (b) clashing perceptions of the forces shaping the struggle over curriculum.

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