Patterns of inquiry: curriculum as life experience

Abstract

Readers are invited to be actors in a text-based theatre, drawn into the stories with their own experiences and discerning patterns that reveal a narrative unity. I show how curriculum-building is inclusive of a teacher's autobiography, as well as the theoretical/philosophical commitments significant for teaching-learning. This is accomplished through thinking narratively about an experience with my Dad in the healthcare system while simultaneously teaching theory-guided nursing in higher education. Health as expanding consciousness is revealed through a research-as-praxis process that is the content for inquiry.