The question of "what should we teach in schools and what tools should we equip the new generation with" is the central question of every concern related to education. In this book, the reader will not only find some of the answers that have been given to this question but also the socio-political and epistemological context within which these were formed.

In this perspective, the author explores the evolution of the interdisciplinary field of Curricula in direct connection with its significance for educational practice. Thus, he thoughtfully approaches the perspectives that were gradually formed, their epistemological foundations, and their historical and social contexts, as well as their reflections at the level of schools and educational practices.

The ultimate aim of this reflective journey and the culmination of the book is the search for a perspective that, transcending divisive dilemmas, disjunctions, and polarizing confrontations, can lead us to the reflective quest for new constants. Through continuous negotiation and reflection, these constants will open the prospect of a different school.

A school where all voices and diverse identities of ours, of educators and students, as well as of anyone else within the modern expanded communicative field, which is gradually being formed by the new inter-human, inter-state, and intercultural terms of coexistence, will have a place.