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They understand that all learning is interdisciplinary. By using insights from one subject matter to un- 32 Introduction derstand another, they are able to uncover similarities in systems, patterns, and thoughts among disciplines. By approaching issues from a multitude of different perspectives, critical thinkers develop a more holistic approach to learning and understanding that offers greater width and depth. In my essay on “Curriculum,” I join with Mayers and Weil to promote the importance of connection and relationship to standards of complexity and the curriculum of complexity.
They are not pulled by some gravitational force! While the rubber sheet is merely a metaphor and reduces the complexity of Einstein’s relativity, it does help us appreciate the structural unity of space, matter, and motion. Gravity, therefore, is simply a part of the structure of the universe—and, amazingly, Einstein figured that out. Objects fall into the valley in spacetime produced by the bowling ball/ sun. In this context, the orbits of the Introduction sun’s planets can be better conceptualized: Mercury and Venus as well as Neptune and Pluto “roll” around the indention in space caused by the sun’s gravity trough.
What Do We Mean by Complexity? Teachers working toward standards of complexity rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled, scholarly teachers research their students and their communities and analyze the curricular topics they are expected to cover. In light of such inquiry these teachers 23 develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school.