Kel finished the participatory curriculum on a Friday.
Not the sections — those had been arriving piece by piece over three months, each one sent to the school's faculty and the eighth class and the archive as it was completed, incorporated into the foundation sessions and the field discussions and the network's ongoing understanding of what the participatory phase required.
The complete document.
All of it together.
The structure visible now that all the sections existed simultaneously.
He read it at the kitchen table on Friday evening.
Two hundred and twelve pages.
The longest document the school had produced.
The correction curriculum had been forty-seven pages.
Kel's participatory curriculum was two hundred and twelve.
Not because the participatory work was more complex than the correction work.
Because the correction work could be described as technique.
The participatory work could only be described as a way of living.
And living required more pages than technique.
