Reconceptualizing Physical Education
Curriculum is yearning for new meanings. It feels choked, out of breath, caught in a landscape wherein “curriculum” as master signifier is restricted to planned curriculum with all its supposed splendid instrumentalism.
— TED T. AOKI (CITED IN PINAR & IRWIN, 2005)
A wellness way of being begins with the trees of my childhood—climbing, sitting in and under, swinging from, listening to—I am connected to their natural rhythms. This is something that is part of me—all I have to do is listen, see and feel.
— MICHELLE KILBORN, 2015
A Curriculum of Wellness
While the symptoms of the declining health of young people are overtly visible, I am deeply concerned with what is not seen and how the rest of the world, particularly the education system, contributes to this state of “unwellness.” My concerns began with my own experiences as a high school physical education and science/math teacher where I witnessed and participated in ways of being and teaching that work against promoting wellness. Ironically, schools are an opportune place to provide guidance for children and families to live healthfully in this world, but a key problem is that the current curriculum does ← 1 | 2 →not nurture a wholeness of living. It is this absence of wholeness that I wish to problematize and spark conversation within the field of (physical)1 education toward a curriculum of wellness.
A curriculum of wellness takes into consideration the...
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