ABSTRACT

There have been unresolved calls for educators to connect and translate environmental links within health and physical education given the enduring absence, yet overlapping citizen priorities of health. In this Introductory paper to the Special Issue of environmental attunement in the health and/or physical education canon, we question if and how notions of nature and the environment might paradigmatically belong more centrally to the discipline. After some author positioning and situating this work, we draw on theories of attunement to consider what our use of the term ‘environmental attunement’ offers for shaping epistemological habits and ontological work across health studies and physical education. As part of this, we explore the possibilities and challenges for expanding embodied connections to place, space and ‘nature’. We highlight the omnipresence of eco-health, environmentalism, ‘nature’ and Indigenous ways of knowing as central to a pressing socio-cultural context and politics, yet the absence of epistemological habits in health and physical education responding to this need. To conclude we map links and possibilities from the literature to argue for the necessity of ‘environmental attunement’ to more centrally underpin teachers’ ecological identities in learning about health and human movement.

摘要

鉴于人们长期缺乏健康，但公民的健康优先事项却相互重叠，因此一直没有解决的呼吁要求教育工作者在健康和体育教育中建立联系并转变环境联系。在这份关于健康和/或体育教规中的环境调和特刊的介绍性论文中，我们质疑自然和环境的观念是否以及如何在范式上更范式地属于该学科。在一些作者对这项工作进行定位和定位之后，我们利用调和理论来考虑我们对“环境调和”一词的使用在塑造健康研究和体育教育中的认识论习惯和本体论工作中提供了什么。在此过程中，我们探索了将体现的联系扩展到场所，空间和“自然”的可能性和挑战。我们强调生态健康，环境主义，“自然”和土著知识的无处不在，这些知识是紧迫的社会文化背景和政治的核心，而健康和体育运动中缺乏认识论习惯就无法满足这一需求。总而言之，我们从文献中勾勒出联系和可能性，以论证“环境协调”的必要性，以便在学习健康和人类运动时更集中地支持教师的生态身份。