| 1. |
- Arjmand, Reza
(författare)
-
Embodiment in Education in the Islamic World
- 2022. - 1
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 519-540
-
Bokkapitel (refereegranskat)abstract
- Reflecting the diversity of the Muslim world, this chapter addresses the fundamental views of Muslim scholars on embodiment and education. From the starting point of the Qurʾān, this chapter explores theories of embodiment inspired by the Islamic functionalism of al-Farabi, Avicenna’s Peripatetic and psychological philosophy of education, Ibn Arabi’s Sufi views on embodiment and knowledge acquisition, al-Ghāzali’s hybrid Sufi-kalāmī approach to embodiment, and embodiment in the Ibn Tufail’s Islamic didactics. Corporeal practices in Islamic education are informed by the view that body is an artefact constructed as a vessel to carry the soul. Such a view has resulted in certain corporeal practices within education based on the premise that perfecting the body upholds the soul, in an endeavour towards attaining sa‘ādah.
|
|
| 2. |
- Kraus, Anja, 1967-
(författare)
-
Alterity and Emotions : Heterogeneous Learning Conditions and Embodiment
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Springer Nature. - 9783030930004 - 9783030930011 ; , s. 277-290
-
Bokkapitel (refereegranskat)abstract
- According to the phrase ‘meet the learners where they are’, learning depends on a learner’s personal, social and cultural preconditions. In a classroom, an unforeseeable, broad variety of emotions is triggered in each pupil, such as the dream of acting without constraint, as well as experiences of alterity, even of violence. These attributes, thoughts and emotions mostly stay inside the body—hidden, overshadowed, repressed and tacit. Classroom education strives more explicitly to integrate the learner into a social group and culture, and then it usually addresses normalization and adaptation to given social rules. Considering emotions as well as practices of embodiment in learning situations, offers a way to give pupils freedom to make decisions for their own lives in educational contexts.
|
|
| 3. |
- Kraus, Anja, 1967-
(författare)
-
Introduction : Embodiment—A Challenge for Learning and Education
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 1-17
-
Bokkapitel (refereegranskat)abstract
- The aim of this handbook is to show how important embodiment is for learning and education. This is recognized by modern cognitive science, since consciousness and cognitive processes cannot exist without a physical body with which to interact. The connection has long been known in Anthropology, Cultural Studies and the Humanities. Today, there is hardly any scientific discipline that is not interested in processes of embodiment. The handbook brings together a wide range of interdisciplinary research from different countries, providing an overview of embodiment from both theoretical and empirical perspectives. Analysing human beings as learners, investigating corporeality and the senses, studying mimetic and performative processes, examining imagination and emotion and exploring tacit knowledge, the handbook provides a variety of historical, empirical, philosophical and intercultural perspectives on the relationship between embodiment and learning.
|
|
| 4. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Part I : Philosophical and Historical Underpinnings
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 19-21
-
Bokkapitel (refereegranskat)
|
|
| 5. |
|
|
| 6. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Part III : Body, Sociality and Learning
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 209-211
-
Bokkapitel (refereegranskat)
|
|
| 7. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Part IV : Body, Space and Learning
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 291-293
-
Bokkapitel (refereegranskat)
|
|
| 8. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Part VI : Classroom Practices
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 403-406
-
Bokkapitel (refereegranskat)
|
|
| 9. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Part VII : Bodies in Times of Glocalizations
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 501-503
-
Bokkapitel (refereegranskat)
|
|
| 10. |
- Kraus, Anja, 1967-, et al.
(författare)
-
Pedagogical Tact : Reconstruction of a Bodily Moment of the Pedagogical Relationship
- 2022
-
Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Palgrave Macmillan. - 9783030930004 - 9783030930011 ; , s. 145-161
-
Bokkapitel (refereegranskat)abstract
- This chapter focuses on the normativity of being actively thoughtful in the immediacy of the moment, which is grasped by the concept of pedagogical tact. Pedagogical tact can be seen as the founding principle in the mediation between theory and practice in expressing “what we, as the older generation, actually want from the younger”. Ever since Kant and Herbart, pedagogical tact describes improvisational “quick judgment and decision” as a keen sense of what to do or say in order to initiate and maintain an encouraging pedagogical relationship with a child. We explain pedagogical tact as the corporeal social awareness and capacity, by which offense, defensiveness, or power games in a teaching framework can be avoided.
|
|
