Reconceptualizing Physical Education
Chapter 2: Connecting Theoretical Perspectives to a Curriculum of Wellness
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CONNECTING THEORETICAL PERSPECTIVES TO A CURRICULUM OF WELLNESS
I am who I am not yet.
— MAXINE GREENE, 1996
Before I began my scholarly journey, I had started to challenge my own philosophy of teaching physical education because students were becoming more and more disengaged in my sport technique–focused program (Kirk, 2010). I began envisioning a physical education whereupon graduation my students were able to take care of themselves and others—physically, emotionally, mentally, and spiritually. I realized that focusing on the body without a connection to mind and spirit actually resulted in individual and collective ways of being that were unhealthy, not well. But to promote programming that supports non-Cartesian, nondualistic thinking is difficult, as our individual and collective identities with the field of physical education are tightly wound within this way of knowing. I wondered if it was worth continuing on this path and I paused for a moment to contemplate my next step within a field I was so passionate about.
Early in my academic career, I was introduced to Maxine Greene, one of the most significant educational philosophers of our time. I was amazed at how even at her then age of 92, her contribution to the field of education was and still is not complete. “Her own sense of incompletion,” explains Pinar ← 27 | 28 →(2007), “of what is not yet but can be, inspires us to work for a future we can...
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