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Tag Archives: Currere

Pointers to Non-Duality

I am back to post. I am reading and writing. I am working to intersect hermeneutic phenomenology, which I used as my research methodology for my dissertation and the method of currere. The latter is an autobiographical method, in part, based on existential philosophy to explore curriculum through one’s lived-experience. As well, it uses Freudian psychoanalytic theory as part of its foundations. It is this latter aspect I am contrasting with hermeneutic phenomenology as both are interpretive methods.

I moved to radical hermeneutics, linking it with my writing. What I found is there is an overlap with poetry and non-duality.

Bill Pinar developed the method of currere and used Zen philosophy as a third leg for the method. The voice in hermeneutics is poetic, seeking to understand the world in non-dualistic ways and subvert binary thinking.  As I looked for a poem, I found this one by Wu Hsin.

When I am mindful and present to the world in its past, present, and future moments the text I live comes to life with new meaning.

Just as the honey is not sweetness,

The words of Wu Hsin are not

The truth.

However, time spent with these words is like

The aftermath of rain.

In due course, a sprouting of

Understanding will occur and

Will bear fruit at a pace

Outside of one’s control.

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Driftwood

I am back. The retreat was enjoyable and tiring. Although it was called a retreat, it was different in the sense that it involved research, writing, and lots of conversation. I find retreats invigorating. They are not sit, listen, and try taking notes as a speaker blasts through their presentation.

Retreats have a conversational part. Parker Palmer counsels people at his retreats not to take notes. Instead, we spend time writing and conversing how we feel about various prompts. That was a purpose of this retreat. It is the Currere Exchange.

Currere is the etymological root of curriculum, meaning to run the course of one’s life. It is a subjective way of interpreting a planned curriculum in a school. Whether teachers understand it or not, they are doing this continuously. As one of my co-researchers told me we make decisions about what to teach and leave things out we really like.

In a sense, currere is polishing a planned curriculum. It is a multi-faceted and complicated conversation between a person (re)membering their lived-experiences, aspire to a particular way of teaching in the future, and synthesize those two moments into the present. Each moment acts as a curriculum to inform the other, complicating one’s teaching in a dialogic way. Others enter the classroom and add to the complicated nature of the conversation, each adding their curriculum to the dialogue. It is like a piece of driftwood, being polished by the forces it comes in contact with.

My story being polished,

I (re)member and imagine;

Washed up on a new shore,

Who I am reflected anew.

I am a character in my story,

I pause a moment,

Noting lustre and matte,

Interpreting new meanings.

Soaking in the contours of living,

Experiencing new awakenings,

Running the course of my life,

Each new moment polishing me afresh.

Kathy took this picture in Waterton Lakes National Park.

 

A Vision

I am preparing to go to Miami of Ohio to attend a writing retreat. It is a curriculum theory called currere, which is the root word for curriculum and is an infinitive verb meaning to run the course of one’s life.

Currere overlaps with the methodology, hermeneutic phenomenology I used in my writing my dissertation. The two are reflective, explore one’s lived-experiences, and interpret them as data . After a person reflects on a lived-experience, they imagine how it might inform their teaching. They create a vision of the past and future in a way to create a vision for the present.

William Pinar compared this process to photographs that gain clarity as they develop. I had not used the method, but referenced Dr. Pinar’s work and he was on my dissertation committee.

Part of the process of preparing has been to use the method of currere. As I wrote, read, and reflected this Wendell Berry poem came into my view. Even though I am not teaching, I wanted to create a vision of what the wisdom might be like. As a young teacher, I can envision having used the process as a way to survive, to be still, enrich my teaching and student learning, and creating a memory native to my teaching. As Wendell Berry says, it was a paradisal dream. Hard work never is. It is its own reward.

If we will have the wisdom to survive,

to stand like slow-growing trees

on a ruined place, renewing, enriching it,

if we make our seasons welcome here,

asking not too much of earth or heaven,

then a long time after we are dead

the lives our lives prepare will live

here, their houses strongly placed

upon the valley sides, fields and gardens

rich in the windows. The river will run

clear, as we will never know it,

and over it, birdsong like a canopy.

On the levels of the hills will be

green meadows, stock bells in noon shade.

On the steeps where greed and ignorance

            cut down

the old forest, an old forest will stand,

its rich leaf-fall drifting its roots.

The veins of forgotten springs will have

            opened..

Families will be singing in their fields.

In the voices they will hear a music

risen out of the ground. They will take

nothing from the ground they will not

            return,

whatever the grief at parting. Memory,

native to this valley, will spread over it

like a grove, and memory will grow

into a legend, legend into song, song

into sacrament. The abundance of this

            place,

the songs of its people and its birds,

will be health and wisdom and indwelling

light. This is no paradisal dream.

Its hardship is its possibilities.

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