==PRIMER: Curriculum== One way to approach the question of the curriculum might be the etymological. Literally a course or path through which one runs, the word privileges a sense of movement through a spatial arrangement of experiences, inflections, way stations, etc. That this might be a productive line of inquiry was confirmed for some Nonsite participants during the 7/14/07 visit to the Prelinger Library. The discursive dimension of spatial arrangement in their stacks, which takes shape as a poetics of adjacency and expresses a consequential development in its explicit link to experiential, counter-institutional scholarship seemed like a model worth considering as the collective works through the implications of building curricula for each other's use. One measure of this use might be the extent to which it volatilizes ''questions of use'' in our networks of social being. The question of how we mutually organize our learning and our production(s) of knowledge(s) is thus immediately placed on the broader scale of another question: How might we imagine the produced and producing spaces of a society arranged, sequenced, made permeable to each other, so as to awaken the potential legibility of (any)one's experience of them ''as a knowledge and a practice?'' ---- ====Other Resources==== [http://www.prelingerlibrary.org/ The Prelinger Library] [http://dictionary.reference.com/browse/curriculum Definitions and etymologies of 'curriculum'] -- note that the word's first use in an institutional academic setting comes in Scottish universities in 1633.