Like the post Dave. Hmm curvy knowledge sounds good – is it contextual knowledge I wonder? Concrete rather than neat reusable abstractions? Interestingly, the rather boring MIT syllabus you link to contains a couple of gems including http://www.exploratorium.edu/IFI/resources/museumeducation/situated.html Brown, Collins, Duguid’s piece on Situated Cognition.
It seems to me that good quality research and writings offer punctuation points in our enquiry, and lesson plans, etc. can be things to be adapted but they are brought to life by dialogue. Freezing knowledge is an outcome of its commodification – sometimes even when it’s ‘free’ knowledge is being ‘sold’.