abandon the notion of subject-matter as something fixed and ready-made in
itself, outside the child‘s experience; cease thinking of the child‘s experience as
also something hard and fast, see it as something fluent, embryonic, vital; and we
realize that the child and curriculum are simply two limits which define a single
process. Just as two points define a straight line, so the present standpoint of
child and the facts and truths of studies define instruction (p.16).