A clear example of reflexivity in curriculum practice can be observed in project-based learning (PBL) environments. In this approach, students are not merely passive recipients of knowledge but actively engage in exploring real-world problems, reflecting on their experiences, and connecting new insights to prior understanding. For instance, in a social science class, students may research a local community issue, design a proposal for intervention, and critically evaluate the outcomes of their project. This process encourages continuous reflection, allowing learners to question assumptions, assess the relevance of their approaches, and refine their understanding.

The dynamics of learning in such reflexive practices involve iterative cycles of action and reflection. Students synthesize information from multiple sources, relate it to their lived experiences, and collaboratively construct knowledge with peers and mentors. This approach contrasts with traditional didactic methods, where learning is linear and teacher-centered, emphasizing memorization over critical engagement.

When combined with elements of mimesis—such as modeling professional practices or observing expert problem-solving—reflexivity in curriculum design fosters deeper understanding and practical competence. It helps learners develop not only cognitive skills but also metacognitive awareness, enabling them to adapt knowledge to new contexts. Overall, curriculum practices that integrate reflexivity, synthesis, and mimesis promote holistic learning, preparing students to navigate complex, real-world challenges with insight and agency.