Reconceptualizing Physical Education
Chapter 5: Teaching a Curriculum of Wellness in Physical Education
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TEACHING A CURRICULUM OF WELLNESS IN PHYSICAL EDUCATION
Curriculum is breathing, living, movingOngoing, practicing, interconnected being, a wayMy spirit just knows at a level I cannot describeMy body pays full attention to the spirit to be wellMy mind is guided by the spirit and body in simultaneous flowSpirit, body, mind—synergy, balance, energy flowingDisrupted and betrayed when put into text.
— MICHELLE KILBORN
As I considered how to present the insights we gained, I was at odds with how to capture in text the way this teacher was in her ongoing practice of teaching adolescents to live healthfully in the world. How she is as a teacher connects to her philosophical beliefs of kind, compassionate living in balance and wellness. How she teaches is who she is. She does not just pass on knowledge to students in hopes they are listening; she lives curriculum with them. This journey of practicing a life of wellness that she shares with her students goes beyond following a set of learning outcomes or performance standards. It is an emotional, spiritual, mental, and physical journey—a dynamic, open, and active process of living in a moral disposition that encourages nonperfection, nonpermanence, and nonduality. This is a way of being, not an act of performance. ← 111 | 112 →It cannot be represented in a model, distributed in a handout with a to-do checklist, developed into a program, or designed into a ready-made kit.
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