Especially with science teachers in mind, this article suggests the need for a clear concept of current science education, and puts forward a philosophy of a curriculum. In the belief that teachers must evaluate the curriculum they follow, there is an attempt to provide a knowledge of the origins of the lower secondary curricula. The account of curriculum activity in individual countries and in the region since 1966 is evaluative. Finally, the article questions not only the classic model of curriculum development but also the value of such activity. Attention to the development of teachers and the dissemination of reaearch is thought to be more rewarding.