Practice Theory, Corporeality, and Professional Education: Rethinking the Body

Author(s):  
Bill Green
2010 ◽  
Vol 25 (4) ◽  
pp. 139-140 ◽  
Author(s):  
Ralph A Manchester

As the body of knowledge that comprises the field of performing arts medicine has grown, it has simultaneously become more important and more difficult for everyone who is concerned about the health of performing artists to stay current with the state of the art. In this regard, performing arts medicine is no different from any other field, but we have a huge challenge as we try to meet the educational needs of the broad variety of professionals who treat, teach, manage and do research on musicians, dancers, and other performing artists. A panel discussion on this subject was part of the 2010 Aspen Symposium on the Healthcare of Performing Artists. ... I will try to summarize where our efforts to educate performing arts medicine professionals stand today and what our options are for the future.


2008 ◽  
Vol 19 (3) ◽  
pp. 49-68 ◽  
Author(s):  
Bente Halkier ◽  
Iben Jensen

Artiklen introducerer de nyeste internationale forsøg på at syntetisere teoretiske elementer fra blandt andre Bourdieu, Butler og Giddens til praksisteori. Praksisteori er en særlig form for kulturteori, hvor det sociale placeres i performative processer. Forfatternes position fremhæver, at praksisteori bør ses som en særlig analytisk optik, kaldet et praksisteoretisk perspektiv. Derfor kan perspektivet tilpasses analytisk til specifikke empiriske forskningsfelter med hver deres viden, begreber og diskussioner. Et sådant praksisteoretisk perspektiv ser derfor også sociale praksisser som multirelationelle konfigurationer. Artiklen fremhæver tre områder, hvor et praksisteoretisk perspektiv i særlig grad bidrager til sociologiske epistemologiske diskussioner, nemlig i relation til krop, agency og normativitet. Ud fra forfatternes to forskellige sociologiske forskningsfelter (mad-sociologi og interkulturel kommunikation) viser og diskuterer artiklen de konkrete analytiske og metodiske fordele ved at anvende et praksisteoretisk perspektiv. Af disse kan nævnes, at man kan lave hverdagslivsanalyse uden at privilegere fænomenologi; man kan arbejde socialkonstruktivistisk uden at privilegere diskurs; man kan nytænke agency begrebet som empirisk kategori; og man kan tænke magt som konventionalitet. ENGELSK ABSTRACT: Bente Halkier & Iben Jensen: The Social as Performativity. A Practice-theoretical Perspective on Analysis and Method The article introduces recent international attempts to synthesize theoretical elements from among others Bourdieu, Butler and Giddens into a practice theory. Practice theory is a particular type of cultural theory in which the social is placed in performative processes. The authors argue that practice theory should be seen as a particular analytical approach, called a practice theoretical perspective. This perspective can be adapted analytically to specific empirical research fields, each representing its own assemblages of knowledge, concepts and discussions. Hence, such a practice theoretical perspective sees social practices as multi-relational configurations. The article emphasizes three areas, in which a practice theoretical perspective contributes to epistemological sociological discussions; the areas of the body, agency and normativity. The article demonstrates and discusses the concrete analytical and methodological advantages of using a practice theoretical perspective in relation to two different sociological research fields: sociology of food and intercultural communication. Some of these advantages are that it is possible to do everyday life analysis without privileging phenomenology; it is possible to work social constructivist without privileging discourse; it is possible to rethink the concept of agency; and power can be thought of as conventionality. Key words: Practice theory, cultural theory, performativity, epistemology, qualitative methods.


2021 ◽  
Vol 26 (2) ◽  
pp. 77-99
Author(s):  
Tijana Vukić

This article offers a scholarly review of the literature and research on journalism education and fake news from an international and a local (Croatian) perspective. The purpose of this paper is to examine the connection between the education for journalists as a scholarly and academic discipline (as well as a teaching practice) and the issues caused by fake news in the digital age of mass media. Based on a comprehensive critical conceptual analysis of the body of knowledge available on the subject, it was determined that there is a diverse discussion about the status of journalism education regarding fake news. In that context, fake news has so far been internationally researched from several angles – curriculum content, journalism students, journalism and media studies, journalism practice, media audience, etc. When addressing the issue of education of journalists and fake news, three streams can be singled out. The first and most voluminous one refers to the systematic formal or additional education regarding media and information literacy. The next one refers to various changes related to the higher education system for the education of journalists, but without any concrete propositions for system reconstruction or upgrading. The last one advocates providing additional professional education to employed journalists. From the local perspective, even though only two articles suggest journalism education as a solution for the problems caused by fake news, based on thorough research it can be concluded that fake news and journalism education are not yet topics of interest among communication scholars in Croatia.


2017 ◽  
Vol 2017 (2) ◽  
pp. 77-92 ◽  
Author(s):  
Sophia Prinz

Maurice Merleau-Ponty’s phenomenology of the body has so far been widely neglected in the debate on practice theory. This failure is surprising considering Merleau-Ponty’s early contribution of a number of fundamental insights – including bodily practice as a theoretical basic unit, the priority of “practical sense” and “implicit knowledge” over consciousness, and the collectivity of practice. The article addresses these approaches in detail, examining them relative to corresponding concepts from Bourdieu and Foucault. It turns out that both theorists owe more to their teacher than they were willing to admit. Revisiting Merlau-Ponty also offers the opportunity to both supplement practice theoretical vocabulary with the aspect of implicit perceptual knowledge and refine it with regard to the question of individual deviation from order.


Author(s):  
Witold Kinsner

In the long past, professional education lasted for a lifetime. Since then, the industrial revolutions haveaccelerated the pace of knowledge doubling from a lifetime to months, and shortened the half-life of pertinent knowledge. Those changes have altered the working environment of professionals who have to move between many jobs in their life. Are we capable of adjusting to that pace? How can we learn all that is needed in the old Prussian model of education based on one-program-fits-all? We should revamp theeducational system at the core. The new system must be personalized to match the diversity of individual abilities and styles of learning. The new system must also be based not only on the body of knowledge (BoK), but body of experience (BoX) and body of humanity (BoH). The new personalized system oflearning must be sufficiently agile and interactive so that it would become evolving in its symbiosis with humans. For that to happen, we must coexist with symbiotic autonomous cognitive systems, specifically involving digital twins. This paper addresses some aspects of this view.


2021 ◽  
Vol 12 (2) ◽  
pp. 23-32
Author(s):  
N. Kolotilov

The use of medical imaging technologies, bioimaging, digitized archives of scientific and medical literature, the special mentality of researchers, going beyond the skills of professional education have led to the discovery of new organs of the human body. The aim of the review is to present in the first iteration the basic information about the new organs of the human body and the need for their identification for complete scientific and practical work. Anterolateral ligament of the knee is present in 97.56 % of people. It was first described in 1879, rediscovered in 2013. The juxta-oral organ was first described in 1885, and again in 2015-2020. Description of the lymphatic drainage system of the brain was published in 1787 and 1816, rediscovery and detailing already in the 21st century. It was proposed to identify the interstitium as a special organ that deposits and transports about 20 % of the interstitial fluid in the body. It is assumed that the interstitium can act as a shock absorber and keeps tissue from rupture. The vision of the mesentery as a whole continuous organ will make it possible to modify many operations, reduce their invasiveness, implement full-fledged rehabilitation after surgery, and improve the quality of life of patients.


2021 ◽  
pp. 107-114
Author(s):  
Sergey Konstantinovich Bystrushkin ◽  
◽  
Seliverstova Seliverstova ◽  
Elena Vladimirovna Geniatulina ◽  
Veronika Gennadievna Khlystova ◽  
...  

Problem and purpose. The article actualizes the problem of the features of volitional self-regulation of girls studying in the specialties of secondary professional education in the context of distance learning. The purpose of the article is to study the psychological characteristics of volitional self-regulation in students in conditions of distance learning using information technologies. Methodology. Methods of empirical research of psychological characteristics of volitional self-regulation of personality, statistical and comparative methods of analysis were used in the work. The study of the problem of volitional self-regulation of the personality allows to solve the problems of correcting the psycho-functional structure of the personality on the basis of which students build an algorithm for the upcoming information, technical and educational activities. In the context of distance learning, volitional self-regulation becomes a decisive condition for the successful mastering of knowledge in solving educational problems and improving professional skills. The results of the study show that most of the students in the specialties of secondary professional education consciously relate to the distance learning mode, show persistence, active independent initiative in mastering the educational material. A low level of volitional self-regulation, self-control, psychological activity and reflection of students causes a decrease in working capacity, does not ensure the sustainability of interest in educational activities, interferes with the implementation of educational tasks, makes it difficult to independently control personal motives for learning, coordinate their actions in accordance with changing conditions. Conclusion. It was revealed that students in the process of adaptation to the conditions of distance learning, depending on the individual, psychophysiological characteristics of the body, use the possibilities of changing the level of volitional self-regulation and psychological activity, which allows them, first of all, to maintain the mental state of emotional comfort, reduce the level of psycho-emotional stress and respond adequately to new learning conditions.


2002 ◽  
Vol 58 (2) ◽  
Author(s):  
S.L. Amosun ◽  
P. Naido

Studies in well-defined populations contribute to the body ofevidence that the psychosocial aspects of people’s environment can have a substantial effect on their physical health. Senior students in health professional education programs were interviewed using structured instruments to assess the prevalence of psychological distress and tension-type headaches in a young adult university population.  Almost 70%of the study sample was either at risk of becoming distressed, or already distressed with somatic or depressive symptoms. About two-thirds of thestudents reported symptoms of either tension-type headache or other typesof headache, while over 30% of all the students complained of tension-type headache. Almost 20% of the students whoreported symptoms of tension-type headache were also distressed, while another 47% were at risk of being distressed.The possible impact on the academic performance of the students and their future role as health care professionalsis discussed.


Author(s):  
Sandra Maria Glória da Silva ◽  
Maria Aparecida da Silva

Resumo: Este artigo comunica resultados de pesquisa que teve por objeto dez trabalhos de conclusão de curso (TCC) elaborados no período de 2007 a 2011 por egressos do Curso de Especialização Proeja em uma instituição da Rede Federal de Educação Profissional, Científica e Tecnológica em Minas Gerais. Esses TCCs constituem o corpus de pesquisa por abordarem gênero, corporeidade e relações étnico-raciais na Educação de Jovens e Adultos (EJA) e/ou no Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (Proeja). No exame desses TCCs, utilizaram-se procedimentos inerentes à análise de conteúdo (BARDIN, 1988) e ao Estado do Conhecimento (FERREIRA, 2002; SOARES e MACIEL, 2000). Entende-se que o multiculturalismo, ao valorizar grupos culturais subordinados, possibilite interpretar desafios vivenciados por negros, mulheres e homossexuais cursistas da EJA e/ou Proeja. Verificou-se por meio desses trabalhos: a) internalização da necessidade de a mulher realizar com zelo tarefas consideradas masculinas para demonstrar sua capacidade; b) naturalização do preconceito em relação ao gênero feminino; c) articulação entre corporeidade e processo ensino-aprendizagem; d) limites da capacidade das determinações legais de assegurar mudanças na cultura pedagógica das instituições investigadas. Salientam-se a partir desses resultados: a necessidade de desconstruir preconceitos pautados na superioridade masculina; problematizar na proposta de Educação Física para EJA o vínculo entre corpo, mídia e mundo do trabalho; implementar efetivamente a Lei nº 10.639/2003. Palavras-chave: EJA. Diversidade Cultural. Educação Profissional. GENDER, ETHNIC RELATIONS CORPORALITY E-RACE IN EJA / PROEJA Abstract: This article presents the results of a survey which had as the object of research ten work of completion (TCCs) developed in the period 2007 to 2011 by graduates of the Specialization Course Proeja, offered in an institution of the Federal Network of Professional Education, Science and Technology in Minas Gerais. These TCCs are the research corpus because of its approaching the theme of gender, ethnic relations corporality e-race in Youth and Adults Education (EJA) and/or the National Integration Program of Professional Education with Basic Education in the form of Youth and Adult Education (Proeja). For the analysis of these studies were used the procedures inherent in content analysis (BARDIN, 1988) and the State of Knowledge (FERREIRA, 2002; SOARES and MACIEL, 2000). It is understood that multiculturalism in valuing cultural groups subordinates allows interpreting challenges experienced by blacks, women and homosexuals EJA course participants and / or Proeja. It was possible to realize through these studies: a) internalizing the need for women to perform tasks considered masculine zeal to demonstrate their ability; b) naturalization prejudice against the female gender; c) articulation between corporeality and teaching-learning process; d) limits the scope of the legal provisions to ensure changes in the educational culture of the institutions investigated. It is emphasized from these results the need to deconstruct prejudices lined in male superiority; discuss the proposal of Physical Education EJA link between the body, media and labor, and factually implement Law # 10.639/2003. Keywords: Youth and adults education. Cultural diversity. Professional education.  


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