Abstract
From the biographical perspective of her own career as a curriculum developer and university lecturer, the author explores how the present day curriculum for primary and lower secondary education has developed, and which values and principles have determined curriculum decisions during more than 15 years. Curriculum, with its apparatus of learning objectives and associated activities, is presented as the framework inside which (1) teachers look for and initiate their teaching strategies, and (2) textbook writers design the components of the textbooks they will produce. Both of these interfaces (the classroom and the textbooks) are the reason why many of the young generation's perceptions of the past (including the negative and neutral ones) have their roots in the curriculum.
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