see the moments of right here and now as a "historical moment in which we lived, in which others have lived, and in which our descendants will someday live". Step four: The final step is the synthetic step which involves analyzing the present in light of the knowledge and understanding gained from steps 1, 2, and 3. Many educators may use the first three steps to visualize and analyze their journey of becoming an educator. When they ultimately begin affecting others' lives and working with curriculum, educators find themselves in the synthetic stage of becoming. "One utilizes insights from past, present and future to create transformed educational environments". Impact James G. Henderson and Rosie Gornik use currere in Transformative Curriculum Leadership as they present educators a particular type of curriculum judgment. They use a paradigm called curriculum wisdom problem solving while envisioning curriculum as a journey. Just as Pinar presents our process of becoming a journey, Henderson and Gornik use currere throughout their writing with the purpose of allowing the reader insights into firsthand accounts of educators' experiences. They work closely with teaching for 3S Understanding—"referring to the integration of Subject matter understanding with democratic Self and Social understanding and undertaking a personal journey of understanding". Within Transformative Curriculum Leadership we find Gornik's deep self-understanding in regard to 3S Understanding through her currere. She presents the reader with various autobiographical narratives and vignettes written to inspire the reader to delve into their own currere and examine their own self-understanding. Henderson and Gornik (2007) say they incorporate the currere method in their book because they "acknowledge that educators who choose to facilitate their students' personalized journeys of understanding cannot do so without undertaking a similar journey of understanding". Educators have many responsibilities including presenting their students with opportunities or ideas of how to become active members in today's democratic society. The purpose of the book is to encourage the reader to become a "connoisseur" of democratic education with an understanding of educational growth in societies with democratic values. References Philosophy of education