| 1. |
- Andersson, Joacim, 1978-, et al.
(författare)
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A transactional way of analysing the learning of ‘tacit knowledge’
- 2015
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Ingår i: Interchange. - : Springer. - 0826-4805 .- 1573-1790. ; 46:3, s. 271-287
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Tidskriftsartikel (refereegranskat)abstract
- Methodological challenges point to a reconceptualization of ‘tacit knowledge’ to ‘tacit knowing’. The paper outlines the concept of ‘tacit knowing’ and explores the need for educational research to reformulate questions about tacit knowledge as a practical learning concern. Using John Dewey’s transactional perspective on learning ‘tacit knowing’ is analysed as embodiment of knowledge. An approach of ‘body pedagogics’ is used to frame this analysis. From a perspective of ‘body pedagogics’ our bodily being and the actions we perform as such beings cannot be reduced to neither cultural nor subjective experience. Rather, we are in a continuing educating process when it comes to our bodies (Shilling and Mellor 2007, p. 533). On the background of this a transactional model of learning is developed that recognises educative bodily experiences in relation to ‘tacit knowing’. A sailing vignette is used to show that ‘tacit knowing’ becomes visible in a sailor’s embodied inquiry of which situated epistemic relations it is necessary to embody to acquire a certain ‘body technique’. Empirical focus lies on how dinghy sailors grow into purposeful ‘body techniques’ (Mauss, Econ Soc 2(1):70–88, 1973) by taking the measure of their ongoing, continuous experience while coordinating their movements with the environment. The analysis show how understandings and bodily skills are simultaneously used in the educational situation where the dinghy sailor has to handle both the environment and various instructions given by the trainer. Thus, ‘tacit knowing’ in dinghy sailing is not merely a collection of motor skills, but rather the grasping, in the practical embodied way, of physical principles.
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| 2. |
- Andersson, Joacim, et al.
(författare)
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Embodying Meaning : Qualities, Feelings, Selective Attention, and Habits
- 2016
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 68:2, s. 207-222
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Tidskriftsartikel (refereegranskat)abstract
- Recently, there has been increasing pedagogical interest in the qualities and characteristics of movement. This article examines these qualities and characteristics in terms of John Dewey's distinction between abstract, linguistic significant meanings and concrete, embodied imminent meanings. Imminent meanings are comprised of intuitive qualities, feelings, selective attention, and habits. We examine each of these in turn in hopes of better understanding the learning of "body techniques" while illuminating some important aspects of body pedagogics.
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| 3. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Embodying Teaching : A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom
- 2018
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Ingår i: Interchange. - : Springer. - 0826-4805 .- 1573-1790. ; 49:2, s. 179-204
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Tidskriftsartikel (refereegranskat)abstract
- The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher’s walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher’s chest in order to gain detailed view of pupil–teacher–body–material–tool encounters and a specific visual perspective of the sloyd teacher’s walk. During a 2.5 years fieldwork, 25 wood–metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey’s embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher’s (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher’s bodily movements and the pupils’ participation in the lesson, (b) temporal pace by his ‘flights and perchings’ through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher–pupil encounters that terminate in an agreement about how to proceed.
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| 4. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Empirical Philosophical Investigations in Education and Embodied Experience
- 2018
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Bok (refereegranskat)abstract
- Chapter 1 This chapter explores some of the most interesting intersections between the philosophy of John Dewey and the later Ludwig Wittgenstein. Practical epistemological analysis (PEA), Situated Epistemic Relations (SER), and Situated Artistic Relations (SAR) examine learning primarily as a sociolinguistic practice. Since it is a sociolinguistic practice, much of both the product and the process of learning are plainly visible to sophisticated methodological observation. This chapter emphasizes the primacy of practice in comprehending linguistic meaning (i.e., forms of life, language-games, meaning as use, etc.), the rejection of a private language, antifoundationalism, and epistemological contextualism, action, and antirepresentationalism. It establishes the philosophical framework for our analytical method developed in Chap. 3 and assumed in Chap. 4 .
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| 5. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2015
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Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
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| 6. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Physical education teaching as a caring act : techniques of bodily touch and the paradox of caring
- 2018
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:6, s. 591-606
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.
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| 7. |
- Andersson, Joacim, 1978-, et al.
(författare)
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The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography
- 2017
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis. - 1740-8989 .- 1742-5786. ; 22:5, s. 502-517
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Tidskriftsartikel (refereegranskat)abstract
- Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).
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| 8. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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The walking rhythm of physical education teaching : an in-path analysis
- 2019
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 24:4, s. 402-420
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Tidskriftsartikel (refereegranskat)abstract
- Background: While studies of teaching frequently preserve an interest in teacher-pupil encounters that take place in certain spots, this article shows how teachers' can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots.Purpose: The purpose is to describe how a PE teacher's rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher's work from a moving vantage point.Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher's chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil's rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher's temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher's ability to support pupils' progression partly builds on a regional knowledge that is cultivated by the array of encounters.
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| 9. |
- Bazargani, Farhan, 1969-, et al.
(författare)
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Three-dimensional Analysis of Effects of Rapid Maxillary Expansion on Facial Sutures and Bones : A systematic review
- 2013
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Ingår i: Angle orthodontist. - : The EH Angle Education and Research Foundation Inc. - 0003-3219 .- 1945-7103. ; 83:6, s. 1074-1082
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Forskningsöversikt (refereegranskat)abstract
- Objective: To evaluate the evidence on three-dimensional immediate effects of rapid maxillary expansion (RME) treatment on growing patients as assessed by computed tomography/cone beam computed tomography (CT/CBCT) imaging. Materials and Methods: The published literature was searched through the PubMed, Embase, and Cochrane Library electronic databases from January 1966 to December 2012. The inclusion criteria consisted of randomized controlled trials, prospective controlled studies, and prospective case-series. Two reviewers extracted the data independently and assessed the quality of the studies. Results: The search strategy resulted in 73 abstracts or full-text articles, of which 10 met the inclusion criteria. When treating posterior crossbites with a RME device, the existing evidence points out that the midpalatal suture opening is around 20%-50% of the total screw expansion. There seems to be no consistent evidence on whether the midpalatal sutural opening is parallel or triangular. The effect on the nasal cavity dimensions after RME seems to be apparent and indicates an enlargement between 17% and 33% of the total screw expansion. Circummaxillary sutures, particularly the zygomaticomaxillary and frontomaxillary sutures and also spheno-occipital synchondrosis, appear to be affected by the maxillary expansion. Overall, however, the changes were small and the evidence not conclusive. Conclusions: CT imaging proved to be a useful tool for assessment of treatment effects in all three dimensions. The majority of the articles were judged to be of low quality, and therefore, no evidence-based conclusions could to be drawn from these studies.
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| 10. |
- Feldmann, Ingalill, et al.
(författare)
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Pain and Discomfort During the First Week of Rapid Maxillary Expansion (RME) Using Two Different RME Appliances : A Randomized Controlled Trial
- 2017
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Ingår i: Angle orthodontist. - : E H Angle Orthodontists Research & Education Foundation, Inc.. - 0003-3219 .- 1945-7103. ; 87:3, s. 391-396
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To evaluate and compare perceived pain intensity, discomfort, and jaw function impairment during the first week with tooth-borne or tooth-bone-borne rapid maxillary expansion (RME) appliances. Materials and Methods: Fifty-four patients (28 girls and 26 boys) with a mean age of 9.8 years (SD 1.28 years) were randomized into two groups. Group A received a conventional hyrax appliance and group B a hybrid hyrax appliance anchored on mini-implants in the anterior palate. Questionnaires were used to assess pain intensity, discomfort, analgesic consumption, and jaw function impairment on the first and fourth days after RME appliance insertion. Results: Fifty patients answered both questionnaires. Overall median pain on the first day in treatment was 13.0 (range 0-82) and 3.5 (0-78) for groups A and B, respectively, with no significant differences in pain, discomfort, analgesic consumption, or functional jaw impairment between groups. Overall median pain on the fourth day was 9.0 (0-90) and 2.0 (0-71) for groups A and B, respectively, with no significant differences between groups. There were also no significant differences in pain levels within group A, while group B scored significantly lower concerning pain from molars and incisors and tensions from the jaw on day 4 than on the first day in treatment. There was a significant positive correlation between age and pain and discomfort on the fourth day in treatment. No correlations were found between sex and pain and discomfort, analgesic consumption, and jaw function impairment. Conclusions: Both tooth-borne and tooth-bone-borne RME were generally well tolerated by the patients during the first week of treatment.
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