Reconceptualizing Physical Education
Chapter 6: Pedagogical Moments Synthesized
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PEDAGOGICAL MOMENTS SYNTHESIZED
Learn from the vastness of the open spaceThe tickle of the wind on the leavesThe effortless flight of the wingedThe awe of the sacred mountains with all their mightPlace our bodies, minds and spirits within the wisdom of the Earth.
— MICHELLE KILBORN, (N.D.), INSPIRED FROM HARTKE, 1990, PP. XVI–XVIII
A curriculum of wellness is based in understanding, moving beyond a text-based view to a currere-based perspective that is active, dynamic, and contextual. Irwin (2006) reminds us,
excursion means excurrere, meaning to run outward, while recurrere means running back to the course (both in Latin). Excursions become those trips seeking understanding beyond the original course of action, while recursions circle back before venturing outward again. Implicit within the root word currere is the notion of running forward. Thus curriculum is and needs to be a course of action that advances understanding. (p. 77)
Part of circling back home on our journey then means (re)turning to the field of physical education to add a new conversation to the existing dialogue among teachers and scholars. But how do we explain our “results”? What is ← 135 | 136 →the answer to our main question about teaching a curriculum of wellness? Kim reminded me there is no “answer,” there is no one solution. It truly is about the journey, and instead of looking for the answer, or an end product, focus on the journey—the “how...
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