Reading Response This reflective paper describes my understanding of the main idea/points of the assigned article, titled “The curriculum? That’s just a unit outline, isn’t it?, by Sharon P. Fraser & Agnes M. Bosanquet. Further, this paper expends my perspective about the article, and statement of agreement with the authors. The main points in the article is categorization of educator’s perceptions about the word curriculum. The researcher categorized interview’s data into the following; Category A: The structure and content of a unit (subject); Category B: The structure and content of a program of study; Category C: The students’ experience of learning; Category D: A dynamic and interactive process of teaching and learning. Through Habermas framework analysis of the above categories were further explained into three interests; technical interest, practical interest and emancipatory interest. The researcher argued that the category A and B displays technical interest. The people in this category believe that curriculum control and express students learning. Furthermore, curriculum is designed by some subject specialist through assuming students’ needs and curriculum change is reviewing subject outline. While, category C displays, practical interest. People in this category consider curriculum as student’s learning experience that aims to prepare students for the market and curriculum change is market demand. However, category D, displays resemblance with category C but their ultimate goals set them apart in emancipatory interest. The curriculum, those activities and experiences that help student transformation to the consciousness. Therefore, they involve their learners as active participants, make learning meaningful and set a focal point for the learning and curriculum is generated through students and facilitators interaction during teaching learning process. I really appreciate the researchers thought of conceptualizing educators believes about curriculum. As the researchers argues that curriculum is widely use in the everyday educational phenomena but the meaning to the same word varies in contexts as well as the person using it. This article will provide educators propulsion thinking to agree on one solid definition for the word curriculum. In this paper, the authors hold my agreement for the analysis, emancipatory interest is ‘a transformation of consciousness. For me, the ultimate goal of education is to build empowered and autonomous individuals who can reason and critic the human practices an order to improve them, according to the ideological and philosophical foundations. Therefore, the curriculum should not be limited to subject matter or organization and structure of program, nor merely to learner active teaching-learning process but rather it should be a shared and collaborative efforts that insures students learning and holistic development. While reading the researcher arguments, I felt myself in the same dark room. Today, being educators, we attach different meaning to curriculum in higher education. As student and primary school teachers, we were given books labelled as curriculum, that promoted the notion that curriculum is the subject matter, carrying same experiences to university level introduce us to troubles as in higher education, no book but outlines are consider the only curriculum. This article helped me in comparing all my experiences about curriculum and identifying the category I belong to. This also helped me in describing the pros and cons of each category in order to make our position clear for further improvement.