Conceptual Bases is Curriculum Development

I recently attended the Wisconsin Art Education Fall Conference at Bruce Guadalupe Community School in Milwaukee.  The most beneficial sectional was given by Concordia University's Director of Art education, Dr. Gaylund Stone.

Dr. Stone's presentation focused on conceptual bases and their vital role in curriculum development.  Citing from such educational scholars as Grant Wiggins and Jay McTighe (UbD) as well as Ernest Boyer, Dr. Stone proposes six conceptual bases, in order of importance, that should be the first factor in curriculum development, even before standards, objectives, or outcomes.

1. Human Purpose: Who am I? Why am I here? How should I then act?
2. Sense of Place: time, space, social setting; Where am I? How do I know?
3. Life Experience: birth, life, death, health, wellness
4. Language Forms: visual, auditory, verbal
5. Interpersonal Behavior: communication, relationships, social structures
6. Production, Consumption, and Conservation: within culture (work-leisure-play), in nature

              Revision and Prioritization of Boyer’s Eight Units (G. Stone)

Dr. Stone posits that all curriculum design must flow from these conceptual bases.  This leads me to the following questions:

1. Why don't we more frequently think about the BIG picture when we plan curriculum?  
2. Should we use Dr. Stone's Revision and Prioritization of Boyer's Eight Units to help us make learning more relevant to our students?
3. How can we use Dr. Stone's Revision?
4. What specific steps can we use to move toward realization of conceptual bases in our curricula?