Titlebook: Knowing Bodies, Moving Minds; Towards Embodied Tea Liora Bresler Book 2004 Springer Science+Business Media Dordrecht 2004 aesthetics.anthro

Motion

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跳動(dòng)

The Apprenticeship of Embodied Knowledge in a , Drumming Ensembletwines agency, cultural tools, and perceptual activity. The performer’s use of words such as connection, feeling, and relationship — as well as her ability to reflect on aspects of learning that are most critical to the success of the ensemble — are indicative of a learning environment that integrates the feeling body with mindful feeling.

不能逃避

Book 2004onal settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.

CIS

expansive

The Instructable Body: Student Bodies from Classrooms to Prisonsis fastened back to reveal the face and neck. Eating, drinking and gum chewing are prohibited. Sitting down is interdict, unless one is specifically told to do so. The bodies in this space are to be primed and alert, freed temporarily of appetites and bodily needs and prepped to explode into physical action.

一起

Frog Boy and the American Monkey: the Body in Japanese Early Schoolingial worlds. Although the experience of self may appear as primarily individual creations, they are in several ways also cultural and historical constructions” (p. 895). This chapter explores the development of a physical self in Japanese early schooling.

characteristic

社團(tuán)

強(qiáng)制性

Education and the Philosophy of the Body: Bodies of Knowledge and Knowledges of the Bodyries of footnotes to Plato and, indeed, one can detect in the history of contemporary philosophy the antagonism between Platonism and anti-Platonism as a dominant theme. For instance, the controversial neopragmatist, Richard Rorty (1999, p. xvi) suggests that

澄清

Somaesthetics and Education: Exploring the Terrain presents some particular problems with respect to its teaching in the standard university curriculum. In this paper, after briefly outlining the aims and structure of somaesthetics, I examine its educational potential and problems, considering both historical sources and the contemporary situation.