Using aesthetic and experiential education to promote health in the writing classroom: Problems and possibilities

This autoethnography uses participant observation, the process of writing, and textual and curriculum research to consider problems and possibilities of applying aesthetic and experiential education theories in a high school writing classroom. Three sub-questions underlie the inquiry: Can experiential and aesthetic education techniques promote health? Can writing be taught using those theories? Should writing be taught in such a way?;Health promotion research establishes that an understanding and assertion of one's self is a critical foundation for further healthy development. Pedagogical ideas of aesthetic and experiential education theories that support the promotion of health are presented. The researcher then considers her own experience applying the theories presented to teach writing. These reflections, understood in light of textual and document analysis, lead to a theoretical discussion of what is possible and appropriate to teach in school with regard to writing.