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A Curriculum of Wellness

Reconceptualizing Physical Education


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 6: Pedagogical Moments Synthesized


← 134 | 135 →·6·


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.


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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