We are in the midst of a curriculum-discussion ourselves in Belgium and I do wonder in what way this paragraph will be correct in our country: “School reform has been cyclical—rising support for changes that conserve the best of current teacher-centered practices and restore confidence in authority giving way over time to rising support for ways to cultivate new knowledge and skills that prepare the “whole” student for an unknown future while releasing their individual potential–for well over a century. These cycles occur because public schools are political institutions highly vulnerable to national policymakers who “educationalize” social problems. Given that knowledge, I do see an emerging “progressive” coalition aimed at resurrecting the “whole child” as the target for school reform on the cusp of being ready for prime time. Growing clamor for installing “social-emotional” curriculum in schools, less testing, and more online instruction, “personalized” learning, and integrating technology into daily lessons suggest the outline of another effort to re-focus attention on more than test scores in judging school success.”