Reconceptualizing Physical Education
1. In bracketing “physical,” I am merely suggesting that this conversation can be applied to the broader educational environment. Much of what is presented in this book involves what it means to teach a curriculum of wellness, and this can take place in any classroom, school, community, or home around the world.
2. The term currere is the Latin infinitive of “curriculum,” which means “the running of the course” (curriculum, n.d.). Currere is theoretically grounded in existentialism, phenomenology, and psychoanalysis, and emphasizes the active nature of curriculum. The method of currere is an autobiographical process for individuals to “sketch the relations among school knowledge, life history, and intellectual development in ways that might function self-transformatively” (Pinar, Reynolds, Slattery & Taubman, 1995, p. 515).
3. This inquiry process relied upon a collaborative, reciprocal, and democratic relationship between the teacher-participant and researcher. This type of research is done with instead of on the teacher, where decision making is a shared process and meaning is co-generated.
4. Nonduality refers to unity rather than separateness. Nondualistic thinking rejects the subject-object dichotomy that is historically rooted in Plato’s dichotomy of Being and Becoming, Kant’s phenomenal mental world and noumenal material world, and Descartes’ body-mind dualism where mental substance (thinking) and corporeal substance (physical dimension) are separate entities (also known as Cartesian dualism). Rejecting the body-mind dualism allows us to consider the “embodied persons’ subjective experience in the world” (Rintala, 1991, p. 274).
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