In a curriculum practice that reflects mimesis, synthesis, and reflexivity, the dynamics of learning move through interconnected stages that transform both knowledge and the learner. Mimesis allows students to begin by imitating models, practices, or patterns—an important entry point for building foundational skills. Synthesis follows as learners integrate these models with their own insights, combining prior knowledge with new perspectives to generate deeper understanding. Finally, reflexivity enables learners to critically examine their experiences, questioning not only the content but also their own assumptions and the broader social implications of learning. When these dynamics are combined, the curriculum becomes transformative, shifting learning from passive reception to active creation and critical reflection. This process empowers students to engage meaningfully with knowledge, to internalize and apply it in authentic contexts, and ultimately to participate in shaping more just and responsive educational and social realities.

Reference:
Freire, P. (2000). Pedagogy of the Oppressed. New York: Bloomsbury Academic.