ABSTRACT
The third dimension of the cubic curriculum, like the other two dimensions before it, covers enormous fields, for both teaching and learning have a huge literature written about them. The argument was put forward in Chapters 1 and 2 that if children now in school are to continue learning with enthusiasm for several decades after they have left full-time education, then the means by which they learn and are taught in the first phase of their lives will exert considerable influence on the later stages of it. That is why teaching and learning should be important integral elements of the curriculum, rather than a detached afterthought to it, and hence why they constitute the crucial third dimension of the cubic curriculum model.
