수업 첫 시간 교육과정: 체화되고 복잡한 교육과정 대화 시작하기 = The First Day Curriculum: Initiating Embodied, Complicated Curricular Conversations

다국어 초록 (Multilingual Abstract)

University teachers typically devote the first class of the semester to some sort of introduction to the course; this first day is usually considered merely a necessary formality before getting to the main curriculum of the course. In this study, I re-imagine first day curriculum as essentially initiating and potentially complicating the curricular conversations of the course through autobiographical-philosophical search regarding my practice. During the first class meetings of my foundational education courses, students sit in a circle and introduce themselves by responding to each other’s stories and weaving a web of relations across the classroom; afterwards they artistically express how they made sense of the experience and collectively reflect on the emerging significance of the day. Understanding my students as embodied beings capable of actions, I argue that this curriculum is an initiating gesture through which I create a classroom that offers an open space where students’ growth is continuously introduced, and students are encouraged to learn as multisensorial beings while embracing the possibilities that emerge from resulting curricular conversations complicated through aesthetic expression. In this sense, the first day curriculum can be expressive of the learning-to-come; its significance is to be continuously (re)interpreted and complicated throughout the course.