Moving to Learn and Learning to Move: A Phenomenological Exploration of Children's Climbing with an Interdisciplinary Movement Consciousness

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Abstract

A phenomenological study aimed at exploring the process of becoming physically educated with an interdisciplinary movement consciousness was conducted with the intention of understanding how basic motions, such as reaching and stretching, experienced in kinetic-kinaesthetic discovery may deepen a primordial, Merleau-Pontian connection to the world. A JungleSport climbing-based program with a series of vertical challenges framed the context of this inquiry informed by the overarching question of “What is it like to become physically educated in a way that invites an expanded movement consciousness, from the rudiments of movement function to the somatics of flow?” Implications of this inquiry support an animate curriculum and pedagogical model that purports a simple yet profound notion: that one must move to learn.

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