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The Foot as an Educable Structure
During childhood, the foot along with the rest of the body, receives an education, an exploration of the body's potential and its interaction with internal world. Swinging on playground equipment, jumping rope, and other forms of what is considered “play” are actually educational processes for the body.
The body's education does not end in childhood, however. Because of the life-long need to adapt to the constantly changing environment, the body requires life-long continuing education in the form of sensory information and the demand placed upon the body to deal with this sensory information. Bending over to tie a shoe, for example, becomes a difficult task if one seldom practices it.
Adulthood and civilization join to create a lessened sensory demand on the feet and the body as a whole. Civilization has given us shoes to walk in and smooth surfaces to walk on. The foot no longer has practice at traversing rough terrain. Adulthood encourages routine, a kind of “sameness” of sensory experience. The routine of, for example, going to work and working at the same time, in the same place, at the same job, creates a sameness of sensory information. There is a way out of the rut, however. Continuing education in the form of sensory demands made on the body can serve as a supplement to everyday sensory “sameness.”
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Barbara and Kevin
The body's education does not end in childhood, however. Because of the life-long need to adapt to the constantly changing environment, the body requires life-long continuing education in the form of sensory information and the demand placed upon the body to deal with this sensory information. Bending over to tie a shoe, for example, becomes a difficult task if one seldom practices it.
Adulthood and civilization join to create a lessened sensory demand on the feet and the body as a whole. Civilization has given us shoes to walk in and smooth surfaces to walk on. The foot no longer has practice at traversing rough terrain. Adulthood encourages routine, a kind of “sameness” of sensory experience. The routine of, for example, going to work and working at the same time, in the same place, at the same job, creates a sameness of sensory information. There is a way out of the rut, however. Continuing education in the form of sensory demands made on the body can serve as a supplement to everyday sensory “sameness.”
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Barbara and Kevin
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