標(biāo)題: Titlebook: Embodiment and Professional Education; Body, Practice, Peda Stephen Loftus,Elizabeth Anne Kinsella Book 2021 The Editor(s) (if applicable) [打印本頁(yè)] 作者: Constrict 時(shí)間: 2025-3-21 19:27
書(shū)目名稱(chēng)Embodiment and Professional Education影響因子(影響力)
書(shū)目名稱(chēng)Embodiment and Professional Education影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Embodiment and Professional Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Embodiment and Professional Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Embodiment and Professional Education被引頻次
書(shū)目名稱(chēng)Embodiment and Professional Education被引頻次學(xué)科排名
書(shū)目名稱(chēng)Embodiment and Professional Education年度引用
書(shū)目名稱(chēng)Embodiment and Professional Education年度引用學(xué)科排名
書(shū)目名稱(chēng)Embodiment and Professional Education讀者反饋
書(shū)目名稱(chēng)Embodiment and Professional Education讀者反饋學(xué)科排名
作者: Atheroma 時(shí)間: 2025-3-21 23:46 作者: DENT 時(shí)間: 2025-3-22 03:24 作者: 打包 時(shí)間: 2025-3-22 05:39
https://doi.org/10.1007/978-3-030-66988-1position to modify the education we provide so that it becomes more effective and better prepares people for the world and especially the world of professional practice. Insights from settings where embodied knowledge is important can help us understand many of the likely obstacles that can interfer作者: 草率女 時(shí)間: 2025-3-22 12:11 作者: Range-Of-Motion 時(shí)間: 2025-3-22 13:17
https://doi.org/10.1057/9781137479532to embodied engagement in the health and social care classroom. Drawing on my own experiences as a nurse and nurse educator, I discuss embodied ways in which students can construct and work with aesthetic representations. This work invokes . as a means for understanding of self, and the importance o作者: Range-Of-Motion 時(shí)間: 2025-3-22 20:43
https://doi.org/10.1057/9781137451187ducation in higher education health and social care contexts, followed by a section in which we situate ourselves, and discuss the context of our experiences of teaching mindfulness in a health professions education classroom. We then consider theories of embodiment, and ways in which we employed th作者: Angiogenesis 時(shí)間: 2025-3-22 21:15
https://doi.org/10.1007/978-3-531-94076-2r emphasis on enhancing cognitive, as opposed to bodily, knowledge. In this chapter, I discuss indications that body mapping, an innovative and emerging method, may be a suitable pedagogical approach to encourage not only cognitive reflection but also embodied reflection. Linking to Maurice Merleau-作者: OPINE 時(shí)間: 2025-3-23 03:30 作者: Biguanides 時(shí)間: 2025-3-23 09:30
https://doi.org/10.1007/978-3-322-93242-6hts can help us understand the role of the body in professional practice and education, using the example of healthcare. For too long, those professions that claim a scientific basis have adopted a reductionist and Cartesian approach to how they understand their practice and how they implement their作者: MOAT 時(shí)間: 2025-3-23 10:31 作者: 故意釣到白楊 時(shí)間: 2025-3-23 16:42
https://doi.org/10.1057/9780230581920 and their real-world implications. Yet, within an embodied learning context, how do newcomers to these perspectives engage Indigenous and feminist ways of knowing in a respectful and meaningful way? Two-Eyed Seeing, a methodological model that balances diverse perspectives, offers one such option. 作者: lacrimal-gland 時(shí)間: 2025-3-23 19:36
https://doi.org/10.1007/978-3-658-29887-6and between embodied co-presence to virtual tele-presence and its implications are reflected on critically and illustrated by using empirical vignettes. Furthermore, some possibilities for re-embodying and the need for re-purposing teaching and learning activities are outlined. Finally, some perspec作者: triptans 時(shí)間: 2025-3-24 00:45
https://doi.org/10.1007/978-3-662-61936-0nments. On the contrary, technology-enabled learning (TEL) experiences would be described by many as examples of disembodied learning. This chapter argues, on the other hand, that contemporary TEL tools can have valuable affordances for the support of learners in embodied learning environments. In m作者: 萬(wàn)靈丹 時(shí)間: 2025-3-24 05:30
978-981-16-4829-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: Presbyopia 時(shí)間: 2025-3-24 07:06
Embodiment and Professional Education978-981-16-4827-4Series ISSN 2366-2573 Series E-ISSN 2366-2581 作者: 集合 時(shí)間: 2025-3-24 12:25
https://doi.org/10.1007/978-981-16-4827-4Attention to embodiment and education; Educational praxis; Embodiment and professional education; Embod作者: 無(wú)效 時(shí)間: 2025-3-24 16:59 作者: 自戀 時(shí)間: 2025-3-24 20:42
Debating Higher Education: Philosophical Perspectiveshttp://image.papertrans.cn/e/image/308016.jpg作者: FUSC 時(shí)間: 2025-3-25 01:43
https://doi.org/10.1007/978-3-030-69399-2es, and insights from key poststructuralist thinkers (Barad, Deleuze and Guattari, Foucault, Haraway), with the purpose of looking at hybrid embodied practices that entangle performance and pedagogy together. This approach is useful not only for the understanding of theatre and ensembles but also be作者: Constituent 時(shí)間: 2025-3-25 05:16
https://doi.org/10.1007/978-3-531-94076-2nowledge was uncovered, and my ideas about curriculum evolved in new directions. I gained a stronger sense of my own positionality as a teacher, greater awareness of the importance of sharing power with students, and increased recognition of the need to attend to teachers’ and students’ bodies in th作者: organism 時(shí)間: 2025-3-25 09:23
https://doi.org/10.1007/978-3-322-81174-5europhenomenology can enlighten educational practices that support professionals’ being, doing and becoming. The chapter draws on relevant examples from master mariners at sea, as well as other professional contexts, and demonstrates that neurophenomenology provides a fruitful and tantalising lens f作者: 積習(xí)已深 時(shí)間: 2025-3-25 15:18 作者: 青春期 時(shí)間: 2025-3-25 18:18 作者: DEVIL 時(shí)間: 2025-3-25 20:13 作者: Needlework 時(shí)間: 2025-3-26 04:09 作者: construct 時(shí)間: 2025-3-26 08:11 作者: 充氣球 時(shí)間: 2025-3-26 09:25
Body Mapping to Facilitate Embodied Reflection in Professional Education Programmesnowledge was uncovered, and my ideas about curriculum evolved in new directions. I gained a stronger sense of my own positionality as a teacher, greater awareness of the importance of sharing power with students, and increased recognition of the need to attend to teachers’ and students’ bodies in th作者: 粉筆 時(shí)間: 2025-3-26 14:16 作者: 褻瀆 時(shí)間: 2025-3-26 17:25
Embodied Learning and Two-Eyed Seeing: Indigenous and Feminist Perspectives in Professional Educatiopedagogy. This chapter aspires to cultivate a collective dynamism “of coming to know”, as we explore notions of feminist and Indigenous embodiment in professional education. Recognising that learning – an embodied process – is rooted in dynamic perceptions that are in constant dialogue, we perform o作者: 熔巖 時(shí)間: 2025-3-26 22:11
Technological Affordances for Embodied Learning in Authentic Contextserstand the ways in which a learner’s unique prior experience, knowledge and body schema impact on the bodily learning affordances provided for them by the learning environment. Finally, the chapter unpacks the potential affordances of TEL tools to support embodied learning in authentic practice-bas作者: 別名 時(shí)間: 2025-3-27 04:06
2366-2573 g the problems of the absent body.Examines how thinkers in d.This book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahm作者: 600 時(shí)間: 2025-3-27 09:11 作者: Chameleon 時(shí)間: 2025-3-27 10:15 作者: outrage 時(shí)間: 2025-3-27 14:40 作者: Daily-Value 時(shí)間: 2025-3-27 20:49
Migration between Africa and Europelth professions education such as respect for the bodily needs and limits of learners, addressing damaging aspects of hidden curricula that socialise learners into patterns of disrespect, and questions about the safety of patients when they are practised on by novice health professionals.作者: callous 時(shí)間: 2025-3-27 23:31
To Act as One Body? Collective and Embodied Judgement Within Professional Action and Educatione-world of practitioners?and their capacity to relate to other subjects in an empathetic way. Examples of such challenges will be explored to critically analyse our understanding of phronesis for the individual and the collective.作者: 無(wú)表情 時(shí)間: 2025-3-28 04:41 作者: 不朽中國(guó) 時(shí)間: 2025-3-28 07:16 作者: 光滑 時(shí)間: 2025-3-28 10:25 作者: pacific 時(shí)間: 2025-3-28 15:46 作者: intention 時(shí)間: 2025-3-28 21:17 作者: 元音 時(shí)間: 2025-3-29 00:20
https://doi.org/10.1057/9781137479532other health professional students that reveal . and ., as the glue of healing relationships. Finally, I work with poetic response to the illness experiences of others as part of this approach to . in health and social care.作者: Carcinoma 時(shí)間: 2025-3-29 06:11
Embodiment and Professional Education: Opening a Conversation,ional education. The various chapters of the book explore some of those implications. Our intention is to help educators become aware of the importance of the body and to encourage ongoing conversations that continue to explore the implications of taking the body seriously in professional practice and professional education.作者: KEGEL 時(shí)間: 2025-3-29 09:34 作者: 圍巾 時(shí)間: 2025-3-29 14:53
Theatre of Carnival: A Classroom for the Vigilant Embodied Healerother health professional students that reveal . and ., as the glue of healing relationships. Finally, I work with poetic response to the illness experiences of others as part of this approach to . in health and social care.作者: AVANT 時(shí)間: 2025-3-29 19:27 作者: 導(dǎo)師 時(shí)間: 2025-3-29 20:26 作者: 持續(xù) 時(shí)間: 2025-3-30 00:33 作者: motivate 時(shí)間: 2025-3-30 04:13
Practice Theory, Corporeality, and Professional Education: Rethinking the Bodyd historically, and argue that professional education is best served at this time by bringing the body back in – that is, by re-assessing the role and significance of corporeality in and for professional practice, learning, and education.作者: 排出 時(shí)間: 2025-3-30 09:06
Goethe and Embodiment in Professional Education and Practice education. This approach has brought problems such as the alienation felt by many practitioners and the people to whom they provide services. Adopting Goethean insights can help us to rethink the role of experience, the body and relationships in how we conceive professional practice and education.作者: organism 時(shí)間: 2025-3-30 13:09
Embodiment and Professional Education: Opening a Conversation,the world in general and professional education in particular. The argument is that the role and significance of the body in our lives has been misunderstood and is far more important than we have previously accepted. We have also long neglected the body in education, and this neglect can distort ou作者: 波動(dòng) 時(shí)間: 2025-3-30 17:49 作者: Seminar 時(shí)間: 2025-3-30 23:39 作者: Torrid 時(shí)間: 2025-3-31 04:02 作者: 帶傷害 時(shí)間: 2025-3-31 08:46
The Genealogy of the Actor’s Laboratory: Making Kin as Embodied Pedagogytions shape performing and theatrical tasks by means of an embodied pedagogy. In this chapter, I focus on the idea of genealogy applied to theatre laboratories by looking at the example of Odin Teatret and reframe genealogy as the felt relationship amongst ideas, bodies and practices, rather than a