Abstract
ABSTRACT Education as a journey of human becoming involves commitment to one’s ethical life project as well as learning to live well and actively participate with others in an ever-changing socio-cultural, political and material world. This paradoxical journey is at the heart of our philosophical criticism of contemporary policy impulses to formulate risk averse pedagogies which centre on a product model of outcomes. We draw from philosophical perspectives of liminality and the Productive Pedagogy study from Australia to inform our position by indicating how students make sense of pedagogical experiences in unique, deeply personal, corporeal and limitlessness ways. We use Aquatics Education as a useful symbolic representation for the immersive, embodied and relational practices involved in human becoming; practices that we aver need to be acknowledged, while never fully defined. These practices require teachers’ localised autonomous judgements in evaluating risk for dilemmas encountered. Holistic experiences, provided by games with gravity, are consistent with such ‘aesthetic experiences’ for primacy of the subject/subjective. Our affirmative critique reveals how immersive experiences occupy a defensible position for our concept of a Productive Pedagogy of Liminality, which aims to open affordances for each student’s ethical life project by heightening subjective awareness between body and spirit.
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