The author examines the field of guidance which he feels needs to become part of the school curriculum in order to achieve its objectives. This would be best accomplished by expanding the historical defintiion of curriculum to include: 1) knowledge in addition to, and other than, that provided by the disciplines; and 2) opportunities for the student to develop intelligence about his own unique self. The author sees the career education movement as providing a good opportunity for this development and feels that career education concerns can accommodate activities and purposes which are central to the fulfillment of the objectives of guidance. Career education must not be simply equated with education about jobs or with vocational-technical skill training; rather, it must be regarded as a way of constructing the process of schooling, not merely its outcome. (Author/SES)