Schiller, Hillel A. "Steps To a Process Curriculum." (Papers of International Conference on Process Thinking & Curriculum Reform, 2007): 115-143.

Abstract

This paper introduces a tactic and a strategy to revitalize pedagogical methodology. It characterizes the teacher not only as a facilitator but more to the point as a "connector." This role is characterized as a "cognetic" process-the process of making connections.
But no instructional method is apt if the curriculum it serves is defective.  My first supposition asserts that all teaching and learning are formative processes.  The authentic goal of the teacher is to assist in the forming of a human mind.  The goal of the learner is to purposefully form his or own mind.

The new tactic is a technique used to broaden and deepen a student's knowledge.  It is a process called "Contextual Perceiving." CP is a fundamental perceptual process gauged to enhance non-linear thinking.  It delineates "horizontal" and "vertical" forms of learning.  To support this thrust we present criteria for recognizing humanity's three perceptual contexts.  These universal contexts rest on the base of the psychologist James J. Gibson's conception of "ecological perception" (1966, 1979).  We describe Gibson's view of the two roles of the perceptual process.  One role extracts information from the physical world.  The other is that of conceptual thinking process.  One role extracts information from the physical world.  The other role is that of conceptual thinking that creates abstract symbolic knowledge linguistically from sensed information and intuited feelings.  We then introduce the cultural "meme" a second level of replicator in addition to the biological gene that is at work in human life and cultural evolution.

The empirical process nature of learning is presented as the Epigenetic Learning Hierarchy (ELH).  The basic concepts of Motion, Process, Structure, and Symbolics are related structurally in an evolutionary tetrahedronal model.  This unifying conception demonstrates how analysis can occur within synthesis.
Finally there is offered a tentative outline of the AEIOU ecologically based curriculum approach.  This uses a "classical" format of content for the early learning teacher in particular.  The development in broader subject matters can be expanded systematically in higher grades a la the spiraling curriculum idea of Jerome Bruner.