Reconceptualizing Physical Education
Chapter 7: A Curriculum of Wellness: (Re)turning to the Tree(s)
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A CURRICULUM OF WELLNESS
(RE)TURNING TO THE TREE(S)
I walk amongst the trees peering up into the sky, looking for the compositions that excite my senses. I am filled with expectation, joy, even laughter. There is such magic in the air.
— RITA IRWIN, 2006, P. 75
Somewhere along the way, the subjective attention and mindfulness I practiced in my childhood was moved to the background. I have already told the story of my connection to a wonderful tree in our family orchard in the Okanagan Valley, British Columbia, and my disconnection that subsequently contributed to my own ill health in my adulthood. So, essentially my journey to wisdom and a curriculum of wellness begins and continues with trees.
Let me be clear: trees are not just a root metaphor for my inquiry journey. They are not just representations or models I wish to highlight to summarize a theoretical underpinning to my work. The trees are living, breathing sentient beings that had I not (re)connected with and continue to connect with, I certainly would not be in my present location. The trees are a meditative sensibility, and if I am not with, in, and around the trees, I am not present; I do not feel whole. When I am with the trees I can (re)cover a sense of my experiences growing up on a farm, I can feel the natural rhythms of...
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