ABSTRACT
Chapter 4 introduces Winnicottean notions of the transitional object (as both given by the world yet made by the experiencing subject) and extends these ideas, as Winnicott did, to apply to the cultural objects of curriculum. I also use narrative to orient the reader to several psychoanalytic concepts, especially the differences between conscious, unconscious, and nonconscious knowing and the physiological relationships between these forms of experience. These understandings lay a rudimentary foundation to introduce a tentative model for conceptualising learning. I then use the model to interpret what some have called the educational wars between traditional and progressive movements/factions in education. Finally, I close by returning to narrative and considering how the model might deepen our understanding of inclusive educational practices.
