![]() Lee, J.: 1994, Writing From the Body: For Writers, Artists, and Dreamers Who Long to Free Your Voice, St. Leder, D.: 1990, The Absent Body, The University of Chicago Press, Chicago. and Johnson, M.: 1999, Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought, Basic Books, New York. and Barthels, K.M.: 1996, Biomechanics: A Qualitative Approach for Studying Human Movement, Allyn and Bacon, Boston. Johnson, M.: 1987, The Body in the Mind, The University of Chicago Press, Chicago. Coomer (eds.), Alternative Modes of Inquiry in Home Economics Research (Yearbook 9), Glencoe, Peoria, IL. Hultgren, F.: 1989, 'Introduction to Interpretive Inquiry', in F.H. Hopkins, R.L.: 1994, Narrative Schooling: Experiential Learning and the Transformation of American Education, Teachers College Press, New York. Robinson, trans.), Harper & Row, New York. Haywood, K.: 1986, Life Span Motor Development, Human Kinetics, Champaign, IL. Hargreaves, J.: 1994, Sporting Females: Critical Issues in the History and Sociology of Women's Sports, Routledge, New York. Hadreas, P.: 1986, In Place of the Flawed Diamond: An Investigation ofMerleau-Ponty's Philosophy, Peter Lang, New York. Grosz, E.: 1994, Volatile Bodies, Indiana University Press, Bloomington, IN. (ed.): 1997, The Physical Self: From Motivation to Well-being, Human Kinetics, Champaign, IL. Sheridan, trans.), Vintage, New York.įox, K.R. and Hopsicker, P.: 1997, 'Implementing Curriculum within a Context of Fear and Disengagement', Journal of Teaching in Physical Education 17, 58-72.įoucault, M.: 1979, Discipline and Punish: The Birth of the Prison (A. Short (ed.), Competence: Inquiries into its Meaning and Acquisition in Educational Settings, University Press of America, Lanham, MD, pp. Tinning (eds.), Physical Education, Curriculum and Culture: Critical Issues in the Contemporary Crisis, Falmer Press, London, pp. 143-162.ĭewar, A.M.: 1990, 'Oppression and Privilege in Physical Education: Struggles in the Negotiation of Gender in a University Programme', in D. Haber (eds.), Perspectives on Embodiment: The Intersections of Nature and Culture, Routledge, New York, pp. and Ennis, C.D.: 1997, 'Students' and Teachers' Perceptions of Conflict and Power', Teacher and Teacher Education 13, 541-553.Ĭsordas, T.J.: 1999, 'Embodiment and Cultural Phenomenology', in G. Such a holistic approach to schoolingwould occur by providing an environment inwhich the needs of all students are valuedthrough efforts that defy the culturalstereotypes and preconceptions of the largersociety.Īyto, J.: 1990, Dictionary of Word Origins, Arcade, New York.īruner, J.: 1986, Actual Minds, Possible Worlds, Harvard University Press, Cambridge, MA.Ĭasey, E.S.: 1993, Getting Back into Place: Toward a Renewed Understanding of the Place-world, Indiana University Press, Bloomington.Ĭothran, D.J. ![]() A meaningful education, one thatembraces embodiment, would balance differenttypes of learning experiences, so that thevarious aspects of being are all considered andblended. The bodies of girls have traditionally beenrelegated to absent entities within thelearning environment, including in physicaleducation. Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity.
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