ABSTRACT
What, then, will a curriculum look like that is designed to bring childhood to ripeness within the child while at the same time moving children from an oral towards a literate and scientific culture? How can we evoke, stimulate, and develop the largely oral capacities of Mythic understanding while at the same time teaching children to read and write and introducing them to the disciplined forms of knowledge in which our culture is in large part coded? How, in short, do we bring together in educational practice the Platonic and Rousseauian insights that have tended to diverge?
