ABSTRACT

This chapter attempts to loosely plot these journeys in relation to bi-relational development's (BirD) archetypal positions. No doubt, BirD will continue to co-evolve with such journeys and others that may challenge its current formulation. However, chapter hope to have at least affirmed the significance of the general project in the context of education. Teachers are in a unique position to facilitate or inhibit their students' ability to recognise and (re)solve wicked problems. For Carolyn, her pre-dyadic emergence of an early identification with bodily expression through movement came into pro-dyadic conflict with a system of schooling that seemed, for her, to separate and place the two in hierarchical opposition. From an early age, Carolyn's onto-epistemological disposition was characterised by her need to physically move in order to express herself. For Carolyn, the dyadic relationships between mind and body are manifested in the context of dance education.