This emphasis on taking action and representing knowledge across broad, flat surfaces is a repudiation of historical distinctions between appearance and true content, a hallmark of postmodernism. Children learn here to deal tactically with contingency, multiplicity, and uncertainty. Where modernists are compelled to understand the rules before playing a game—or at best, must be able to discern simple, clear rules by trial and error—postmodernists are capable of working such chaotic environments from within, moment by moment. Their domain is space rather than time. They exist with time, dancing across it, rather than being subordinated to it. (Johnson-Eilola, 1998; 195-6)