from p. 95 in King, Arthur R., and John Arnold Brownell. The Curriculum and the Disciplines of Knowledge; a Theory of Curriculum Practice. New York: Wiley, 1966.

We have developed a representation of the world of knowledge from which we can devise a theory of curriculum.

First, as developed in Chapter 11, we accommodate to pluralism in the representation of knowledge.

Second, we undertake that most dangerous game-the pursuit of isomorphic* features of the several autonomous disciplines.

We find these isomorphic aspects:

· A discipline is a community of persons.

· A discipline is an expression of human imagination.

· A discipline is a domain.

· A discipline is a tradition.

· A discipline is a syntactical structure-a mode of inquiry.

· A discipline is a conceptual structure-a substance.

· A discipline is a specialized language or other system of symbols.

· A discipline is a heritage of literature and artifacts and a network

· A discipline is a valuative and affective stance.

· A discipline is an instructive community.

We now propose the community of discourse as a theory model for devising the theory of curriculum of schools which gives primacy to the claim of intellect. Every aspect of the theory model will lead to some corresponding part of the curriculum theory to be set forth. The theory model can be used to reflect back on each discipline in search of its clues for curriculum, not as a new synthetic discipline.

* An isomorph is something identical with, equal to, alike, or the same as something else in form, shape, or structure. of communications.