In 2014, High School Curriculum Guideline Adjustment has become a national controversial issue with furious legal and historical debates. The issues that have emerged include the content of curriculum, procedures for curriculum decision-making, and the authority of curriculum decision-making. Rather than focusing on the legal and historical dimensions of the debates, this paper focuses on the political dimension of curriculum decision using Amy Gutmann’s Democratic Education Theory. Under the assumption of conscious social reproduction and following the rule of non-discrimination and non-repression, this paper discusses how political disagreement about curriculum should be handled. Cultivating the ability of public deliberation and public participation is critical for a democratic society and should be included in education.
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