ABSTRACT
When Juvet (1933) suggestively alluded to “force elds” created in the mind by bringing together dierent concepts, Bachelard (1934) wrote, he encouraged us to “interpret the traditional association of ideas in a more dynamic light and to give to Fouillée’s notion of an idea force an almost physical interpretation” (p. 175). In a similar spirit, the comparative-integrative philosophy and curriculum has been designed to bring together concepts that, by their very association, will stimulate students (and teachers) to forge new connections, fostering innovative thoughts. Our “good fortune” has been the opportunity to have played a part in this play of ideas, in this evolutionary process.
