Curriculum Consciousness and ‘Education Sciences’: trees, forest, woods

What is the relationship between the curriculum consciousness formed in Curriculum Studies, and the positive findings of the (other?) Education Sciences? Here’s one thought:

However valuable the findings of the positive sciences in education may be as assisting us in seeing both the trees, and the forest, it is in curriculum consciousness that we are sighted for finding our ways around and being in-the-woods.

For a relevant post, see Dewey re: the journey, map, and territory.

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