The following terms can be read as analogies reflecting both real and idealized comparisons of traditional curriculum in practice and empowering curriculum in practice. In other words, schooling is to education as abstract is to experiential and so on and so forth on down the list.
      The point of these analogies/associations is to get you to consider how curriculum is, and must be, at the forefront of reconceptualizing the outcome of schooling in terms of what students do or do not take away from the experience. Always remember that curriculum is not simply what we claim is taught. Curriculum is what the student has the actual opportunity to learn both formally and informally (McCutcheon, 1995).
     For example, creating standards does nothing to improve schooling unless we develop curriculum that insures that all students actually have the opportunity to learn, to experience first hand, the concepts, principles, and ideas that are represented in the standards.
     Remember also, that the working premise of this class is that traditional schooling, traditional curriculum, and the reform movement currently in progress all fail to make schooling educative in terms of the academic subject areas being taught. The vision for curriculum development, curriculum for empowerment, in this class is: That in order for school to be educative and empowering, the curriculum we develop for schooling must result in students knowing personally where, when, why, and how knowlege is used in authentic application. -rlh.

Schooling	Education
Abstract	Experiential
Aconceptual	Concepts, Principles, Ideas
Behavioral Objective	Conceptual Objective
Canny	Uncanny
Capitalism	Democracy
Certain	Skeptical
Closed system	Open system
Cognition	Metacognition
Community Values	Value of Community
Competition	Cooperation
Compliance	Decision Latitude
Conformity	Divergence
Constraint	Liberation
Cook	Chef
Cookie Cutter	Mixing Bowl
Credentialing	Developing
Declarative Knowledge	Dispositional Knowledge
Defined	Defining
Delimiting	Possiblizing
Deskilling	Empowering
Discrete	Relational
Effort	Interest
Ego	Soul
Elitist	Earned
Exercise Doing	Problem Resolution/solution
Factoids	Concepts
Factory	Garden
Family Values	Value of Family
Form	Substance
Fragmented	Holistic
Hidden Curriculum	Collateral Curriculum
Ideology/Hegemony	Philosophy/Reflection
Individual	Communal
Information	Knowledge
Irrelevant	Meaningful
Labor Pools	Swimming Pools (Yeah, I know.)
Law and Order	Reasoned Ethic
Limited	Expansive
Listen	Hear
Literal	Metaphor-Analog
Look	See
Meaning Imposed	Meaning Derived
Miseducative	Educative
Mystified Application	Authentic Application
Narrowing	Broadening
Null Curriculum	Overt Curriculum
Obedience to Authority	Question Authority
Outside-Inward	Inside-Outward
Passive	Active
Private	Public
Proficient	Enabled
Pseudo Accountability	Authentic Accountability
Replication	Application
School Bound	Generalizable
Sequential Learning	Simultaneous Learning
Sorting Mechanism	Mixing Mechanism
Standardizing	Pluralizing
Static	Fluid
Stratified	Melded
Stultifying	Animating
Summative	Formative
Teacher Proof	Teacher Autonomy
Teaching Orientation	Learning Orientation
Totalitarian	Participatory
Totalitarianizing	Democratizing
Traditional	Radical Critique
Trained in	Experienced in
Transmit/Transfer	Transform
Truth	truth
Teacher as Mechanic	Teacher as Professional