ABSTRACT
Technological development substitutes for social and subjective progress. While the curriculum as complicated conversation can conceivably occur online, the subjective presence of those participating is there necessarily muted, print on a webpage, images on screens. While curriculum as complicated conversation in the service of social and subjective understanding transforms the present, it does not do so in predictable ways. Under such circumstances, the curricular challenge becomes subjective and social survival, the recovery of memory and history in ways that allow individuals to detach from the technological sensorium so they may preserve the private and public spheres in meaningful ethically committed ways. Subjective preservation requires reactivating the past in the present, regression rendering the present past. Conservation and preservation affirm the potential of academic knowledge to serve subjective and social survival. Subjective and social preservation—regression, progression, analysis, synthesis—characterizes the educational experience of academic knowledge in schools that serve the species.
