This book uses lesson fragments to develop a post-constructivist perspective on mathematics curriculum that is grounded in a phenomenological approach concerned with understanding the never-ending movement of life. In this perspective, events* are understood as "in the making," meaning we cannot know the precise nature of what we witness until after some completion has been achieved. While we witness social events, we do not know whether we ultimately understand the period as a revolution, as a tidbit of history, or a brutal crackdown. Similarly, looking at the mathematics curriculum through the lens of something" in the making" or "in process", we know the What is happening only when the happening has come to an end. This leads to radically different forms of understanding of curriculum issues such as the subject, ethics, the role of passibility and passivity, the nature of the response, and the learning paradox.