In his book, Steppingstones to Curriculum, Van Brummelen discusses four popular perspectives on curriculum through curriculum orientations. “An educational orientation defines the basic assumptions of a worldview and how these suggest a global vision of education, a vision of knowledge and the person, and how these affect learning and classroom teaching, and how we go about planning, and the overall goals of the program. » (p. 25). Curriculum guidance provides the teacher with a clear and distinct sense of the direction of an educational program. A teaching orientation is what a teacher teaches. Each orientation has a different perspective on what is important and gives the teacher clear direction. The four orientations are traditional, process/mastery, experimental, and Christian. When planning the curriculum, the traditionalist approach views the curriculum as a conduit of information and ideas. Their priority is transmission. They focus on developing basic skills and reasoning by gaining knowledge in key disciplines. Proponents of process/mastery focus on the process. They view the curriculum as a controlled and efficient process. Their knowledge and learning emphasize investigating, mastering, and applying data in small, defined, manageable steps. Experimenters see the school curriculum as a quest for personal meaning. They focus on building knowledge. It’s all about learning through experience. They emphasize the autonomous creation and negotiation of knowledge and meaning. Christians view the curriculum as a reflection/interpretation of God's truth. They focus on accountability. Their program answers questions such as how to foster students' positive responses toward God, their fellow human beings, society, and themselves. They emphasize understanding and unfolding God's revelation through experience, observation, conceptualization and understanding.