He contrasts this with the postmodern possibility of a curriculum that is composed of �complex and spontaneous interactions,� a transformative process that embodies the new �Four R�s�: Richness (referring to curriculum�s depth, multiple layers of meaning, and multiple possibilities of interpretation); Recursion (the reflective interaction with the environment, others, culture, and with one�s own knowledge); Relations (the making of connections, and the understanding that our immediate perceptions integrate into a larger cultural, economic and cosmic matrix); and Rigor (conceived as a dialectic between the complexity of indeterminacy and critical interpretation).
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