"In a curriculum that honors, values, uses recursion, there is no fixed beginning or ending. As Dewey has pointed out, every ending is a new beginning, every beginning emerges from a prior ending. Curriculum segments, parts, sequences are arbitrary chunks that, instead of being seen as isolated units, are seen as opportunities for reflection. In such a frame, every test, paper, journal entry can be seen not merely as the completion of one project but also as the beginning of another—to explore, discuss, inquire into both ourselves as meaning makers and into the text in question."
Doll, W. E., Jr. (2013). The fours R's –an Alternative to Tyler's Rationale. In Curriculum Studies Reader (2nd ed.).