Conceptualising curricular space in busyness education: An aesthetic approximation
从审美角度提出一个概念框架，将课程视为三维审美制品，通过自主空间、反思空间和认知空间三个维度分析学生体验，并引入日本“间”的概念，强调空间不是需要填充的空白，而是促进学习的关键元素。
This article outlines a conceptual framework for conceptualising students' experiences of curricular space from an aesthetic perspective. The curriculum is conceived as a three-dimensional, aesthetic artefact that elicits sensory responses and judgements about meaning that can impact learning. Space is conceived in terms of three dimensions that may either be produced or foreclosed by curricular structures and content: autonomy space, reflective space and cognitive space. Together, these spaces enable imaginative space, which is important for innovative and creative thinking. The Japanese concept of ma is proposed as a fruitful way of thinking about space in curricula not as a wasteful, inefficient or mere void to be filled but as the element that enables learning to result from exposing students to structures and content.