In 2021, 20 years into my teaching career, I first encountered “What Is Worthwhile: From Knowing and Needing to Being and Sharing,” by W.H. Schubert in the 2009 Journal of Curriculum and Pedagogy––and reading it completely shifted my thinking and ideas about curriculum development. In his article, Schubert, an American curriculum scholar and now-retired professor, proposes that a deceptively simple question––“What’s worthwhile?”––should guide all curriculum development. He argues that examining worth and value pushes educators to consider not only what is learned, but also how learners can develop as individuals.
Beyond his central question, Schubert offers thoughtful sub-questions that expand the idea of learning beyond acquiring skills and knowledge to ask: What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, and wondering? I believe these questions offer a simple and effective way for educators to facilitate holistic growth within our learning communities. They encourage us to examine the essence of our practice and to consider multiple perspectives of the learner experience. And I think these questions are especially valuable and even more useful in today’s educational climate.
Artificial intelligence is transforming how students access information and demonstrate knowledge. Tools like ChatGPT are challenging schools the reconsider assessment, academic integrity, and the essence of learning. Meanwhile, the polarized political landscape necessitates teaching students about civil discourse and critical analysis. We are educating a generation with unmatched technological fluency and social awareness.
To teach today’s students, education must evolve. Independent schools have the opportunity and responsibility to ensure this evolution is intentional, not reactive. By using Schubert’s questions as a guide, school leaders can ensure each change that strengthens our ability to nurture curious, collaborative, deliberate, and compassionate individuals and citizens.
Asking the Questions
To explore the real-world impact of Schubert’s questions, I started looking for opportunities to ask anyone who would listen: my 5-year-old daughter, colleagues, students, friends, parents, and heads of school.
I talked to about 20 people, and the responses were illuminating. My daughter spoke about learning to think and “be good to people.” High school students emphasized defining their voice, tackling challenges, navigating complex social situations, and understanding global issues. Parents highlighted adaptability and ethical decision-making, and colleagues emphasized the importance of resilience, critical thinking, and collaboration. Many mentioned physical and mental health, safety, community, culture, and love.
Notably, no one mentioned the traditional academic canon or scholarly skills central to curricular discussions. There was no talk of Shakespeare, completing the square, or the proper use of the subjunctive. Rather, a consistent vision emerged across all ages and roles, viewing curriculum as more than acquiring facts. Responses from kindergarteners to school leaders focused on developing critical thinking skills, examining and defining values, building character, and, most importantly, creating human connection and community.
Three Spheres of Impact
My anecdotal research revealed timeless educational goals and sparked rich community dialogue, shaping my practice and my department at school significantly. I believe that in our current, uncertain context, Schubert's questions assume a new urgency––particularly in independent schools, where we have both the opportunity and the responsibility to ensure that our evolution is purposeful rather than reactive—and can help educators grow in three distinct areas.
Personally: These questions can guide how we show up as educators. For example, “What’s worth being?” challenges us to model the values we hope to instill in students. “What’s worth becoming?” pushes us to continue our growth as teachers and mentors. “What’s worth sharing?” helps us decide which parts of ourselves to bring into the classroom. While each of the questions is useful for personal growth as a teacher, I’ve found the urgency and importance of each vary depending on the current context and goals of my classroom.
In the classroom: These questions help us adapt our practice to our learners’ needs. “What's worth knowing?” guides us in balancing content mastery with developing analytical skills, especially in history classes. “What’s worth wondering?” helps design inquiry-based biology labs, teaching students to frame their scientific questions. Asking students these questions can help us understand their views of goals for their learning. I’ve found it’s important to start my classes with these questions and ask them as a touchstone throughout the year.
Institutionally: Schubert’s questions can also help us ensure curricular decisions align with our mission and community values. For example, “What's worth experiencing?” can be used to evaluate experiential learning programs across disciplines, while “What's worth contributing?” can help us reimagine service-learning initiatives to connect with other curricular or mission-driven goals. At the institutional level, our school missions should help guide our responses and identify our strengths, possible inconsistencies, and other opportunities for growth.
What’s Worth Preserving
As we consider changes in our schools, we must also identify what should remain constant. Essential academic skills, like clear writing and analytical thinking, will always be crucial. And as AI becomes more prevalent, we must prioritize the human connection between students and teachers that strengthens our school communities. In this era of rapid change, adding “What’s worth preserving?” to Schubert’s list can be beneficial. Specifically, how can we balance long-held educational values with innovation? How can we ensure our schools teach students to adapt to change thoughtfully and ethically?
The tension between preservation and progress sheds light on an important truth presented by Schubert’s “What's worthwhile?” question: that curriculum is about so much more than the content we teach. Schubert’s framework reminds us that curriculum focuses on what truly matters in the learning experience; it shapes who our students become and the communities we build together.
Each School’s Journey
The answers to “What's worthwhile?” are always evolving and will vary by school. For example, responses will differ between a small rural boarding school and a large urban day school. What matters is that each school community engages with these questions authentically, honoring the school’s unique identity and mission. It may be helpful to ask: What does our school community believe is truly worthwhile? How do our curriculum choices reflect these beliefs? What aspects of our educational program merit preservation, and which need reimagining?
I encourage all educators and school leaders to experiment with engaging with these questions. Ask others, “What’s worthwhile?” in the context of your current work and share the responses with the school community. Go beyond a one-time conversation starter. Set aside time each year to revisit these questions or create opportunities for cross-divisional conversations about what's worthwhile at different developmental stages. Share the school's inquiry with other independent schools through professional networks and conferences.
By engaging in this dialogue, school leaders can build a deeper understanding of education’s purpose today—one that arises from our communities’ missions and core values, rather than external pressures or trends. This approach ensures we prepare students not just for the current world, but for the world they will thoughtfully, ethically, and purposely help create.