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A Curriculum of Wellness

Reconceptualizing Physical Education


Michelle Kilborn

A Curriculum of Wellness seeks to encourage a deeper discussion about teaching our children how to be healthy and live well. It makes a significant contribution to the field of education as it features influential curriculum concepts nuanced with action research principles in a unified, intimate, and deeply relational inquiry into physical education teacher practice. This work presents a very practical yet complex and wisdom-guided way to transform teaching practices that follow more holistic understandings of wellness. A new mode of curriculum inquiry, wisdom-guided inquiry, is presented, providing an opportunity to open up a fresh avenue to understand curriculum and become engaged in discussions that concern teaching, learning, and public education. An outstanding feature of this book is its transdisciplinarity. While the story is situated within physical education discipline, this book has implications for all teachers and teacher educators because it provides insights that encourage us to consider more carefully the subjective insights of teachers and to understand these as central to being and becoming a teacher. A Curriculum of Wellness is essential reading for curriculum and pedagogy scholars, teacher educators, teachers, and other health-related professionals to think differently about curriculum and pedagogy – making it a great option for many related graduate and undergraduate courses.
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Chapter 2: Connecting Theoretical Perspectives to a Curriculum of Wellness


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I am who I am not yet.


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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