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If there is one thing that emerges from these pages, it is the advent of a new unit of analysis that might be called the rhythm of the pedagogic situation. When the learning situation is alerted to the entire range of psychic inventory and the limits posed upon it by the tyranny of reason, the solidity of conventional constructs appears to melt into thin air. New powers and new capabilities arise. But the desubjectivation must be followed by a resubjectivation and curriculum must play a key role here. The resubjectivation does not yield a new, well-adjusted self, which is no better than before, but an inter-experiential space that is endowed with dual vision: a conventional perception of reality alongside a more intensive and creative state. The "pedagogic situation" is an ontological composite that is born of the interpellation of three conventional units, namely, the student, the teacher, and the curriculum within which there is the phenomenon of rhythm. The deconstruction of the old composites frees up fluid elements that can now be creatively synthesized into a new inter-experiential space.

DOI: 10.1007/978-3-319-61106-8_10

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