Notice bibliographique
Résumé
Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning Liora Bresler, Editor (2004). Kluwer Academic Publishers, The Netherlands. 223 pages. ISBN 1-4020-22022-8.Knowing Bodies, Moving Minds comes to us just at a time in education that we are recognizing that we have paid far too little attention to the body's role in our cultural lives and especially in our pedagogy. Liora Bresler has assembled a stellar group of writers on arts education and philosophy whose contributions make this new book a pleasure to read and a pleasure to review. This summer, I had the great good fortune to host a teacher institute in conjunction with the Vancouver Art Gallery around the show, Between Real and Representational-The Body in Art. At that institute, we used the work of contemporary artists, art critics, philosophers and educators developed around notions of the body. So much of our current educational practice is being informed through perspectives from arts and aesthetic education and curriculum theory focusing on conceptions of the body and embodiment. This book was an invaluable addition to our reading list. What made this book so important, from my perspective, was that exceptional writers and researchers were chosen in each of the art forms of visual arts, music, and dance/drama, as well as experts in early childhood, anthropology and philosophy. The richness in the text then ran across disciplines and through case studies to classroom possibilities. Some of the chapters were applicable to all our needs, and some provided individual students access to ideas and arguments in more specialized forms of inquiry. I will briefly explore three chapters to show both the diversity of the book and how we used it with the 100-plus teachers that attended the institute.Education and the Philosophy of the Body: Bodies of Knowledge and Knowledges of the Body, the chapter by Michael Peters, served as an excellent introduction for both our master level students and our preservice students to the Western philosophical legacy of Descartes. Peters explores modern French philosophy with clarity and grace and, in one chapter, makes sense of phenomenology, hermeneutics, existentialism, structuralism and post-structuralism, and the major philosophers from Foucault to Merleau-Ponty. This is no easy task, yet because French philosophy is in such vogue in education today, this chapter set the stage for not only readings in our course but also for much of what the graduate students had been reading throughout their programs. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».