compartmentalization of knowledge, students seem to suffer
increasingly from a fragmented world view. What is learned
in one class is seldom seen in relation to what is learned in
another. Information and techniques from each subject area
become functionally autonomous with little sense of integral
connections. More disturbing, students' synthesizing powers
seem to be waning - trees are seen without any inkling of the
forest.
Because movement is a common denominator of
human activity however, movement study offers an antidote
to this trend. We use our selves (body-mind) dynamically in
our work, in our recreation, in social life, even in our
intellectual and spirtual pursuits. On this planet, we can only
live our lives with and through our bodies. Moreover, the
core elements of human motion are the same regardless of
the nature of the activity in which the person is engaged.
Movement is a unifying thread of human endeavor, and
movement study provides a way to find connections among
diverse disciplines and subject areas usually seen as discrete.
b) Developing thinking skills. Formal education aims to
prepare the student for lire outside the walls of the school.
However, all too often students who are seemingly able to
master a theory in the classroom prove unable to apply it to
specific instances in real-life practice. On the other hand,
many students appear equally unable to learn from practical
experience, and to derive general implications from their to
particular experiences. Inis has led to a contemporary
(faddish) emphasis on teaching of thinking skill