Running With and Like my Dog: An Animate Curriculum for Living Life Beyond the Track

Rebecca J. Lloyd

Abstract


More than a playful inquiry, questioning what is it like to run 'with' and 'like' a dog provides a philosophical and tangible point of entry for re-exploring notions of a 'lived', or rather, a 'living' curriculum. Dogs have extreme perception, yet due to traditional hierarchical distinctions, human-animal intertwinings of consciousness are rarely explored laterally or with reversibility. Drawing upon Merleau-Ponty's common element of 'flesh' and Deleuze's notion of molecular becomings, this inquiry delves into life beyond the rigidity of our culturally constructed, forward-facing comportment. So often we humans run through life with self-imposed blinders. We run with a view fixed on the horizon, a gaze that is not open to the possibilities of the path we have the potential to not only follow, but to create. Dogs, by contrast, experience the world phenomenologically as they perceive it for what it really is: a slew of sentient wonder. As we approach what it might be like to be more like our dogs in the way we run through and shape our course in life, an animate curriculum for running off and beyond the linearity of a self-imposed track, tenure, athletic or otherwise, awaits.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563