‘You do it in your own particular way.’ Physical education,gender and (dis)ability

The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semi-structured interviews were conducted with the women, aged 15–28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word ‘we’ instead of ‘I’, thus describing the incident in collective terms. Previous research supports the suggestion that the students’ opportunities to show their capacities and strength during PE are dependent on the students’ gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the able-bodied norm within the subject, the gender norm remained unquestioned.     

对认识的再认识：定义与诠释

对认识的真正清晰的认识,必须从定义与诠释两个方面着手。从定义方面而言,认识不只是简单的反映,而是在生活中通过获取信息,对信息进行理性为主的加工改造,达到对对象的形象、观念性把握,以及更进一步通过一系列复杂的思维创新、再造出一个未知的形象———观念世界,并在生活中加以运用与验证的整个活动过程。同样,对认识的诠释也需要从生活的角度来进行。认识是生活的意识表现之一,生活是认识的基础、起源、全部的内容和最终的目的。认识论就是认识的生活论。     

生成性教学的实践策略

解释学框架下教学是多极循环互动的过程,本质属性是生成性。因此,生成性教学的本质是在多极互动中转变经验而不是传递经验。其策略为:有效提问,促进师生互动;追问原因:让"理由"看得见,促进学生的前结构与学习内容的互动;认知学徒:让老师的思维"看"得见,促进教师理解与讲授的互动;让学生相互的教:促进学生之间的有效互动;"程序化"自我提问清单:让学生自己促进自己的前结构与内容的互动。     

Exploring the Meaning and Paths of Advocacy for Undocumented Students’ Access to Education

There is widespread national debate over how to address and advocate for undocumented immigrants in the United States. Education is key to the economic, occupational, and social mobility of young unauthorized immigrants, but policies and practices can hinder or open their access to education. Educators pursue a range of activities to support undocumented students in school. This article identifies the conceptualizations, strategies, and thought processes of educators who advocate for undocumented students. The results reveal that advocates’ backgrounds, resources, goals, identity, and the communities in which they advocate influence their perceptions and practices of advocacy.     

现象学视域的孔子存在论教学观

本文从现象学视角探讨了孔子存在论教学观,重点分析了面向事情本身、生活世界和交互主体性等现象学概念在孔子教学实践中的具体运用,并反思了现代教学。笔者认为教学应关注人的生命,呼吁教学论应由“生存论”转向“存在论”。     

Apprenticing for creativity in the improvisation lesson: a qualitative enquiry

Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice.     

王逸《楚辞章句·天问》的阐释特点

通过对<楚辞章句·天问>的研究分析,我们发现王逸对<天问>的阐释很有特色:王逸重视现实政治对作者创作的感发作用,并由时代背景切入作品的内部研究,以追寻作者创作的动机和文本的本义;他认为作者创作作品是为了抒发个人情感;为了准确探寻作者的本意,王逸在一定程度上能克服读者自身的偏见,尽力客观地解释作品,而且也注意到了文本的文学特征.     

Aesthetic experiences in the Cerrado (Brazilian savanna): contributions to environmental education practice and research

In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research.