However, a common curriculum that is also an exdusive one would pose certain problems, which might outweight the benefits, noted above, First of all, on what basis would certain likelihood these decisions would be in the hands of federal legislators and regulators, who are likely to have theis own quirky notions of what should and should not be taught to children-notions that may or may not reflect those of most communities , schools, or parents.Besides,government officials are notoriously susceptible to influence-pedding by lobbyists who do not have the best interests of society s children in mind.
Secondly, an official, federally sanctioned curriculum would facilitiate the dissemination of propaganda and other dogma which because of its biased and one-sided nature undermines the very purpose of true education: to enlighten. I can easily foresee the banning of certain text books ,programs ,and websites which provide information and perspectives that the government might wish to suppress-as some sort of threat to its authority and power.Althought this scenario might seem far-fetched,these sorts of concerns are being raised already at the state level.
Thirdly, the inflexible nature of a uniform national curriculum would preclude the inclusion of programs. courses, and materials that are primarily of regional or local signifcance.For example, California requires children at certain grade levels to learn about the history of particular ethnic groups who make up the state s diverse population. A national curriculum might not allow for this feature, and California s youngsters would be worse off as a result of their ignorance about the traditions,values,and cultural contributions of all the people whose citizenship they share.
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