LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Ravenhill, Edward
Languages: English
Types: Doctoral thesis
Subjects: LB1603
Modern Physical Education (PE) administered systemic models of teaching crafts. It\ud atrophied the play element in human nature, and shaped a single-lens attitude to the\ud treatment of bodies. Framing minds, it veiled the conditions of learning processes and\ud thus “instituted” the sovereignty of subjective concerns. It created many unexplained\ud “gaps” between abstract concerns and pragmatic issues.\ud Following language’s poststructural analysis, PE’s professional communication\ud practices were exposed to alternative methodological refocusing from conforming to\ud move to personalise the agent’s experience in moving to learn.\ud In the wake of poststructuralism came Whitehead’s Physical Literacy (PL) which I adopt\ud as “leitmotif” to reform PE’s teacher preparation and schooling practices. PL addresses\ud children up to 14 years. For older pupils, PL’s language needs to constitute versions of\ud human purposes voiced by the introduction of a new development called “Movement\ud Literacy” (ML). ML acknowledges that language and movement are very different forms\ud of “self-expression”. By itself however, self-expression is inadequate when it comes to\ud learning how to learn. Critical dialogue needs to be brought in to facilitate meaningful\ud innovation in the PE world. By employing the philosophies of phenomenology and\ud hermeneutics I make a case that expression in languaging movement [subjecting the\ud agent’s account to hermeneutic treatment] is expression for others, and in exchange\ud with others the expression is redefined, and changes the way one sees and talks about\ud movement and about oneself.\ud In its reflective practice, reverentially, ML will also unpack pedagogy’s hidden protocol,\ud hoping to reclaim PE’s authentic purpose. It connects secular matters with sacred\ud implications by reconciling the polemic differences between “techne” [purpose] and\ud “phronesis ” [prudence]. With limited reference to Eastern “selflessness” ML advances\ud teaching, through pedagogy and andragogy as a life-time mission. Not providing\ud answers, the thesis offers a manifesto attempting to facilitate new questions such as:\ud how can language and movement communicate? and how can movement educators\ud “minister” to their learner’s sense of well-being?
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 2. 9 Exclusion of the self ………………………………………………..……………….43 2.10 Aesthetics..……………………………………………………………………………44 2.11 Summary...………………………………………………………..…………………..45
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article