...discovering the steps that intervene between the child's present experience and their richer maturity. Abandon the notion of subject-matter as something...fast ; see it as something fluent, embryonic, vital ; and we realize that the child and the curriculum are simply two limits which define a single process....

...discovering the steps that intervene between the child's pfcent experience and their richer maturity. • Abandon the notion of subject-matter as / something fixed and ready-made in itself, out/ side the child's experience ; cease thinking of the child's experience as also something hard...

...Curriculum will perhaps sufficiently indicate his point of view : Abandon the notion of subject matter as something fixed and ready-made in itself, outside...fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process....

...regard to the subject matter which constitutes the curriculum : Abandon the notion of subject matter as something fixed and readymade in itself, outside...fast ; see it as something fluent, embryonic, vital ; and we realize that the child and the curriculum are simply two limits which define a single process....

...classified subject-matter should extend over a long period, and he achieved gradually and naturally. "Abandon the notion of subject-matter as something...experience; cease thinking of the child's experience as something hard and fast ; see it as something fluent, embryonic, vital, and we realize that the child...

...discovering the steps that intervene between the child's present experience and their richer maturity. "Abandon the notion of subject-matter as something...fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process....

...Curriculum 1 which may help to suggest the value of each type: "Abandon the notion of subject matter as something fixed and ready-made in itself, outside...fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process....

...more than two decades ago cried out against the fixedness of the curriculum when he said:—"Abandon the notion of subjectmatter as something fixed and...fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process."...

...matter which determines both quality and quantity of learning. Abandon the notion of subject matter as something fixed and ready-made in itself, outside...fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process....

...matter which determine? both quality and quantity of learning. Abandon the notion of subject matter as something fixed and ready-made in itself, outside...experience as also something hard and fa-st; see it as romething fluent, embryonic, vital; and we realize that the child and the curriculum are simply two...