ABSTRACT
The curriculum reconceptualization movement encourages us to not simply implement curricula, but also to think with and about curricula. By stressing the importance of thinking with and about curriculum, again the author is not ignoring the importance of practice and action. A curriculum is not restricted to content for learning, and ways of learning and assessment. The notion of the curriculum as a form of text is, again, common parlance within the curriculum reconceptualization movement. Paradoxically, “curriculum” acts as second stimulus in double stimulation of “embodying and enacting curriculum with curriculum in mind”. For example, framing a curriculum in terms of an authentic democratic experiment would lead to patient-centredness without a centre, or to patient-directedness. The curriculum as an aesthetic text would work to animate such patients as tutors develop the senses and aesthetic capabilities of students. Again, curriculum planners must “think otherwise” by thinking with curriculum theory.
