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.
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