Slattery's Book: Chapters 2 & 3

I teach all subject areas: math, science, social studies, religion, language arts (includes grammar, phonics, and handwriting,) reading, art, and p.e. I currently use a variety of textbooks and teacher resources in my lessons. The textbooks I use include the following:
Scott Foresman Social Studies
Zaner Bloser Strategies for Writers
Concordia Publishing House - Religion
Houghton Mifflin Reading and Math series
Scott Foresman D'Nealian Handwriting
Arts Attack
McMillen/McGraw Hill Health and Ohio Science

Besides textbooks and workbooks, I also use hands on activities, manipulative's, and Smart board lessons and games - my students do not sit at their desk all day.

A few specific things I am currently teaching at the moment include: Native Americans, Presidents & the Symbols of our country, symmetry, natural resources, etc, etc.

As I reflected on the questions regarding Slattery's beginning chapters, I kept coming back to pg. 42 and the discussion of curriculum materials that "promote critical thinking." I sway back and forth between allowing my students to interpret a particular topic, or from being told this is the correct answer and that's it. Some material needs that and other things don't. I guess I never really thought of this until it was brought up in the reading. For example, in journal writing my students are allowed to take the topic or writing prompt and create it their own; i.e. with their own way of thinking. No two journal entries are alike. But then with Social Studies, I am teaching history and key vocabulary terms in the way the curriculum states because that is how it will appear on the chapter test. Is one way of critical thinking better than the next? Is it important to establish boundaries around thinking in particular situations as Slattery suggests?

Now on to Pinar and the practice of currere - it means to "run." So that leads to the word curriculum, which can be identified as an activity. As he points out in chapter 3, pg.64, " we should begin with our individual experiences and then make broader connections." I understand this statement, but how can I bring this to the surface in the way I teach? Can I help my students achieve what Pinar and Slattery suggest? I am still not clear on what this means, and as we discuss in class and read on further, maybe I will gain a better understanding.