In curriculum practices that reflect mimesis, synthesis, or reflexivity, the dynamics of learning shift towards deeper engagement with material through imitation, integration of knowledge, and critical self-awareness. Here's an analysis of each: 1. Mimesis: In a mimetic curriculum, learning occurs through imitation or modeling, where students replicate certain actions, behaviors, or practices to internalize them. For example, in an art class, students might imitate the techniques of great painters to master certain skills before developing their own style. In this process, learning is dynamic because students gain foundational competencies through structured repetition and observation. The challenge lies in moving beyond mere replication to fostering creativity and innovation. 2. Synthesis: A synthetic curriculum emphasizes the integration of knowledge across disciplines or themes. Learning becomes dynamic as students are encouraged to draw connections between seemingly unrelated concepts. For example, in interdisciplinary project-based learning, a student might integrate knowledge from history, economics, and literature to analyze the impact of historical events on modern-day society. This synthesis fosters critical thinking and problem-solving as students actively weave together different strands of knowledge to form a cohesive understanding. 3. Reflexivity: Reflexive learning involves students actively reflecting on their learning processes, beliefs, and assumptions. In this practice, learning dynamics focus on self-awareness and critical reflection, encouraging students to question their preconceived notions. For instance, in a curriculum that involves reflexivity, students might engage in journaling or group discussions where they reflect on how their personal experiences shape their perspectives on social justice issues. This promotes metacognition, enabling learners to become more conscious of their thinking processes and how they approach knowledge. Combination: In practice, many contemporary curriculums blend these dynamics. For example, a design-thinking course might start with mimesis as students replicate existing design models, move to synthesis as they integrate knowledge from various fields (psychology, engineering, art), and then employ reflexivity through self-assessment or peer critique. This blend ensures that students develop both practical skills and the capacity for creative and critical thinking, leading to more holistic learning outcomes. In sum, the dynamics of learning in these models promote active participation, critical reflection, and holistic understanding, making education a transformative process.