we need to make a connection between our value-category memory system (our perceived life-world) and the phenomenal sensations we are experiencing when we are learning. Greene talked about the need for curriculum that facilitates the formation of conscious understanding in the learner by supporting connections between the learners past experiences and the demands of current learning situations. The learner needs to orient him/herself within moments of strangeness, moments when the inherited solutions to typical problems no longer seem to work. Greene, citing Phenix, talked about the learner achieving a state of self-transcendence, a state of duality within which the learner feels him/herself to be an agent and knower, at the same time identifying what he/she is coming to know. I argue that a curriculum that is designed to acknowledge moments of strangeness, moments where the learner is unable to solve problems based on inherited life-world knowledge, and also designed to allow for idiosyncratic meaning making beyond conventional representations of knowing through scholarly texts, is going to support academic success in a much wider variety of learners than is currently possible within the narrow confines of academically acceptable representations of knowledge.
