Wilderness, the Body, Poetics, and the Crane: Curriculum in Four Parts

Authors

  • Alexandra Fidyk University of Alberta

Keywords:

wilderness, consciousness, language, play, creativity, body

Abstract

Written as a circuitous reflection on curricular lessons from nature, each of the four parts highlights endangered aspects of learning that if not attended will jeopardize who we are as a species. Attention to wilderness, non-dual consciousness, and the body, along with the centrality of instincts guide part one. Creation myths, wisdom traditions, and the Hermetic arts, including language and play, lead part two while body and nature maintain a necessary yet oft unrecognized container. The wild, poetics, and creativity shape part three, honouring the subtle role of language via the body. Part four brings the crane to the foreground, with its psychological symbolism as well as its anthropological and mythological history, an image to provoke curricular remembering of its ancestral roots. Together the four parts call for awareness to our forgotten bodily relations, as reflected in language and relationships with the natural world and all its life forms, while amplifying the storybird crane.

Author Biography

Alexandra Fidyk, University of Alberta

Alexandra Fidyk, PhD, Certified Jungian psychotherapist, holds the positions of associate professor in the Department of Secondary Education, University of Alberta, and adjunct faculty in the Department of Depth Psychology at Pacifica Graduate Institute, CA. Her writing addresses the importance of silence and eros, imaginal and poetic sensibility, and shadow work and ethics.

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Published

25-11-2016

How to Cite

Fidyk, A. (2016). Wilderness, the Body, Poetics, and the Crane: Curriculum in Four Parts. Journal of the Canadian Association for Curriculum Studies, 14(1), 199–210. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40311

Issue

Section

Provoking Curriculum as Inspirited Topographies