Example: A high school literature class where students read a classic text, create a modern adaptation, and then reflect on how the themes relate to contemporary issues.

Dynamics of Learning:

Mimesis (Imitation): Students first engage with the original text, closely reading and analyzing its style, structure, and content. This allows them to internalize established knowledge and conventions.

Synthesis: Next, students combine what they learned from the text with their own ideas and contemporary perspectives to create a modern adaptation—this could be a short story, a performance, or a digital presentation. They merge prior knowledge with creative input, demonstrating higher-order thinking.

Reflexivity: Finally, students critically reflect on their adaptation and its connection to both the original work and current social, cultural, or personal contexts. This encourages self-awareness, critical thinking, and metacognition about their learning process.

Analysis:
This approach engages students at multiple cognitive levels: first by imitating expert knowledge (mimesis), then by constructing new meaning (synthesis), and finally by reflecting on learning and context (reflexivity). It supports deep engagement, encourages creativity, and makes learning personally and socially meaningful. Such practices show that curriculum can be dynamic and transformative, moving beyond rote learning toward thoughtful, applied, and reflective knowledge.

Reference / Media Example:

Loughran, J. (2002). Effective Reflective Practice: In Search of Meaning in Learning About Teaching. Journal of Teacher Education, 53(1), 33–43.

Example: Students adapting Shakespeare plays into modern settings for performance or video projects.