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The longstanding argument between advocates of curriculum development and critical curriculum studies is examined from the perspective of democratic inquiry artistry. From this alternative vantage point, both advocacies possess certain strengths and limitations. A map of democratic inquiry artistry has been created to capitalize on the strengths of each position and to deepen democratic curriculum work. This map—an eclectic adaptation of seven ancient forms of inquiry—is designed to help educators negotiate the “terrain” of democratic wisdom, which is understood as a demanding professional challenge incorporating disciplined inquiry, democratic hermeneutics and human artistry. The daily enactment of democratic inquiry artistry can assist educational researchers by informing ethical-political decisions and by advancing the integration of the science and art of education.

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Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of our teacher education heritage, and without regard for the problematics of reflective prac tice.