ABSTRACT
This chapter demonstrates that the larger systems of school, district, educational authorities and curriculum bodies and the leaders require the guided exposure to the wild things. It focuses on the deep learning, that the student teaches the educator, and the ways in which this may contribute to the curriculum design practice, educational delivery practice, and the ongoing development of the educator. The chapter has been forged in practice: the memory of practice, the cringe-making experience of practice, and the compelling force of these memories for change in continuing and better practice. It explains the incremental steps of learning between the assumed cognitive styles in the curriculum outcomes and in the Rita's cognitive style. The chapter explains the reflexive abilities and the adaptive skills to build a bridge over the gap between the 'outsider' student who learns differently and the curriculum.
