The relationship between content and process can be tricky, particularly when one sets out to teach process. Then, arguably, process becomes content.

For example, I have used this to teach methods of working within a group: I give students a collection of primary and secondary source materials, and tell them they have two tasks. One, prepare a presentation on the content that summarizes and analyzes the content; and two, document the process by which they created their presentation (who did what, how were decisions made, etc). When I give this assignment, however, I give them works by and about Piaget.

Using Piaget as the vehicle (content) to teach methods of working productively within a group provides an extra layer of firmness to an experiential process.

So, while mastering process (learning how to learn) can have more long term value than content, choosing good content should not be overlooked. To fully denigrate content beneath process means missing opportunities to provide a richer learning experience. Good content will support process, and a student-centered learning environment will foster continual questioning and exploration. All of these pieces can work together; as educators and learners, we need to have the presence of mind (and the pedagogical inclination) to frame our endeavors in this light.