Classical education for a modern classroom - imagined landscapes

The interconnection between story, worship of the sacred and natural landscape provides a perfect context for living education. Indeed, my understanding of indigenous Australians' take on the progressive education system is not too distinct from the voices of the classical education community. Songlines, are song cycles that map out the story of a regional area and were used to construct imagined landscapes, that were in fact vital for survival in pre-colonial society. Increasingly, these songlines are being revitalised and shared with mainstream Australia on the basis of indigenous cultural maintenance. However, what if we considered their potential use for authentic Australian classical curriculum?

There are of course a diverse range of options when thinking about narrated and imagined landscapes in the Australian geography classroom, without a doubt our early explorers have provided a solid basis in early education. However, as we yield to the logos of a subject we must look to the truth of those who loved and lived in deep relationship with our land for millennia for there is much of value.

To be fair, I don't believe that it is the Australian Curriculum's mandate to provide a living curriculum (perhaps it should). It provides a basic abstraction of principles. Schools that reflect only these abstract principles in units seem to me to be taking the path of least resistance. The system is gamed against us to be sure, with assessment focus, and data driven imperatives, but there is more scope for creativity and faithfulness to the principles of the classical tradition than we admit. Indeed, the educational landscape is up for contention, now and always. Australian educators need to inhabit the land that is our inheritance, an albeit stolen inheritance though it may be.