Abstract

At a conference on curriculum integration, a speaker who admitted that he had only recently been introduced to the concept said, ‘From a quick look at various readings, it seems that the disciplines of knowledge are the enemies of curriculum integration.’ Unwittingly or not, he had gone straight to the heart of perhaps the most contentious issue in current conversations about curriculum integration. Simply put, the issue is this: if we move away from the subject-centred approach to curriculum organisation, will the disciplines of knowledge be abandoned or lost in the shuffle?