Abstract

This paper makes and argument for a multidimensional concept of curriculum in order to understand curriculum as a phenomenon, field, and design process. A multidimensional concept of curriculum acknowledges the complexity of curriculum as a phenomenon, recognizes the different perspectives in the field, and addresses the complexity of curriculum in the design process. Therefore, a multidimensional concept of curriculum as a phenomenon can also be used as a research program as well as a set of variables to be considered in curriculum design. The concept is presented as a theoretical tool to understand curriculum, develop knowledge about it, and inform design. Thus, it intends to connect theory, research, and curricular practice by looking at the field's history and asking what remains in this.