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A Curriculum of Wellness

Reconceptualizing Physical Education

Series:

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 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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