Picturing Currere : envisioning-experiences within learning

Currere reconceptualises curriculum as understanding learning experiences. This paper outlines potentials for pictures in re-envisioning currere for a world growing in complexity.
Vision, as the privileged sense for acquiring knowledge, is often regarded deterministically - seeing is believing. But, as sophisticated technology becomes more significant in the control of knowledge systems - as 'reality' becomes more virtual - personal visual experiences are becoming harder to generate, interpret and authenticate. Knowledge technology is increasing exposure to 'mediated messages' and diminishing the ability to validate them. I see this as problematic for the authenticity of learning within a world that is intensifying in its complexity.
My work reaches beyond determinist/technological views of learning to explore envisioning-experiences within learning. I am particularly interested in ways that enacting with pictures embodies individuals, communities, and the world within understandings of complexity and authenticity. In practical terms, this involves interactively and reflexively 'doing pictures' as a personal process in learning for deeper understanding.
The paper explores three issues:
* Text and pictures: learning, thinking, and knowing, as textual dominions that marginalise pictures.
* Enactivism and learning: an approach to learning for complex communities that embodies mindful thinking within haptic experiences.
* Enactive picturing: laying a personal processual path with learning that complexifies understandings for authenticating experiences - doing-walking-talking - with pictures.