ABSTRACT
The change Bill Doll occasioned in author’s thinking was nothing but subtle, yet it would take him much longer time to enact this level of change. As the intense summer study with Bill subsided, the author entered a recursive journey of re-encountering complexity and its accompanying chaos and hopeful transformation. His renewed understanding of complexity helped to see something new in Bill's recursion. Subtly yet saintly, focus shifted from "reflection" to "recursive," which, based on complexity thinking, suggests recursion more as a continuous generative looping back movement. The author re-considered the curricular implications of recursion, stressing practices with a structure of looping back. More generally, how can educators design looping back processes that help students build connections and see something new from what they have encountered before? Or, what might a recursive curriculum be? In the same spirit with Bill's works, the author striving to envision a recursive curriculum is not to prescribe a model for teachers to follow.
