Reconceptualizing Physical Education
Chapter 4: Wisdom-Guided Inquiry: A Mindful Journey
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A MINDFUL JOURNEY
Sitting still or lying still, in any moment we can reconnect with our body, transcend the body, merge with the breath, with the universe, experience ourselves as whole and folded into larger and larger wholes. A taste of interconnectedness brings deep knowledge of belonging, a sense of being an intimate part of things, a sense of being at home wherever we are. We may taste and wonder at an ancient timelessness beyond birth and death, and simultaneously experience the fleeting brevity of this life as we pass through it, the impermanence of our ties to our body, to this moment to each other. Knowing our wholeness directly in the meditation practice, we may find ourselves coming to terms with things as they are, a deepening of understanding and compassion, a lessening of anguish and despair.
— JON KABAT-ZINN (1994, P. 226)
The term “inquiry” comes from the 13th-century Old French term enquerre, meaning “to ask about” (inquire, n.d.). “To ask about” how someone teaches must intimately involve the teacher in the process, consider the complexities of practitioner research in a school setting and carefully consider the situatedness of the teacher. In other words, the way you choose to conduct research determines the type and depth of knowledge about a question. If you look beyond conventional empirical understandings of the term “methodology,” and consider method in the broader ecological sense, originating from the Greek...
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