This article focuses on the role of knowledge in education. It argues that to take serious account of the importance of education, it is essential to make the issue of knowledge central to analyses in the field of education. This requires the development of a curricular approach based more on knowledge and on course contents and less on the student and his or her interests. It also affirms that this is a radical option. The article maintains that in terms of curriculum, there is no alternative to the course contents that prove to be suitable and which define the concepts that the students must acquire. It also asserts that the role of schools and of curriculum focused on courses is much more complex than a simple question of maintaining inequalities. It affirms that courses allow offering students reliable knowledge. The paper concludes that although global trends may foresee changes in occupations, it cannot be presumed that they apply to production or acquisition of reliable knowledge.
education; curriculum; knowledge; course content