scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

The Body of Shame in the Circle of the Group

2008 ◽  
Vol 41 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Bracha Hadar
Keyword(s):  
Social Life ◽  
Developmental Stages ◽  
Group Analysis ◽  
The Body ◽  
Five Dimensions ◽  
Bioenergetic Analysis ◽  
The Matrix ◽  
The Individual ◽  
Bodily Shame ◽  
The Mind

This paper suggests an integration of two therapeutic domains in which the author was trained and certified: group analysis and bioenergetic analysis. Bioenergetic analysis is a psychodynamic psychotherapy, which sees the individual as a psychosomatic unity and combines work with the body and the mind. The author considers the pioneering book The Group as an Object of Desire by Morris Nitsun as a facilitating environment for the ideas of this paper to be accepted. Nitsun opens up the importance, on one hand, and the neglect, on the other hand, of sexuality and the body in the discourse of group analysis. The paper brings the body to the front of group analysis. It illuminates the body as the stage on which the drama of shame occurs. The paper discusses five dimensions of shame, categorized into five degrees of pathology, having to do with the developmental stages in which it occurred. The most archaic one (degree 1) is the most malignant and inhibits the social life of the individual. The fifth degree, social shame, is necessary in order to be part of society. A bridge of understanding between group analysis and bioenergetic analysis is suggested in which social shame, the more superficial one, serves as a defence against or displacement of the bodily shame. The ultimate space for working, therapeutically, on shame is the group, provided the body is not dissociated from the arena. A clinical example of working with a group in the integrated model is described, followed by a discussion. It is suggested to consider the matrix as the group body-mind instead of only the group mind.

scholarly journals The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision

2020 ◽  
Author(s):  
Ummi Rasyidah ◽  
Novita Triana ◽  
Ali Saukah
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teaching And Learning ◽  
The Body ◽  
Local Context ◽  
Specific Reference ◽  
Assessment Practice ◽  
Teacher Professional ◽  
Knowledge And Practice ◽  
Teacher's Knowledge

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

scholarly journals Interdisciplinary Instruction: Between Art and Literature

2020 ◽  
Vol 9 (3) ◽  
pp. 269
Author(s):  
Nitza Davidovitch ◽  
Ruth Dorot
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Interdisciplinary Approach ◽  
Added Value ◽  
Academic Disciplines ◽  
Cultural Perspective ◽  
Research Perspective ◽  
Art And Literature

This paper explores the developments and trends in higher education from a pedagogical perspective (specifically, multidisciplinary curricula) and research perspective (the interdisciplinary approach), and traces them from a last resort option to their recognition as a legitimate development with added value. The paper focuses on a case study that integrates two disciplines, art and literature, based on the poem by the Israeli poet Rachel entitled My Book of Poems and the painting The Scream by Norwegian artist Eduard Munch. The interdisciplinary approach opens up possibilities of enriching, expanding horizons, and breaking boundaries, and can grant graduates of the higher education system a cultural perspective suitable for the current generation of students, who typically use multiple interactive media and platforms, often simultaneously. This paper may shed light on teaching and learning of many diverse fields. The case study illustrates the joy of interdisciplinary learning and its academic benefits, despite the fact that for years, higher education institutions have tended to refer to researchers’ specializations in specific academic disciplines. This case study may serve as a model or source of inspiration for multidisciplinary learning involving motifs and topics that traditionally represent specific disciplines.

Rationality in Stoic Thought

2019 ◽  
pp. 171-194
Author(s):  
Ada Bronowski
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Natural Course ◽  
Sense Perception ◽  
Natural Development ◽  
The Mind ◽  
Ordinary Teaching

This chapter focuses on lekta as the objects of ordinary teaching. What there is to teach, and what there is to learn are lekta, say the Stoics. This claim leads to affirming the mind-independence of lekta since it is what is distinct and external from us, and yet obtains as true, that we need to be taught, especially once teaching and learning are understood as necessary steps in the natural development of reason in us. There are two methods for this developement to follow its natural course: through sense-perception leading to the acquisition of conceptions on the basis of experience, and through teaching and paying attention. The methods are not only compatible but are equally necessary to enable us to fulfil our impulse to preserve what we come to understand is most characteristic of us, as rational beings in a rational cosmos, namely reason. The Stoic theory of oikeiōsis, appropriation, is discussed in relation to the teaching and learning of lekta, as also the further question of the stages of this process of instruction. The Stoics make a distinction between two ways impressions come about in our minds: hupo, by, and epi, in relation to. A suggestion is put forward that this difficult distinction expands the distinction between the two methods, sensory and through attention, which ground the natural developement of reason. In this light, the example the Stoics take of the gymnasitics teacher, often decried as incongruous, is defened as a paradigmatic case of teaching how to pay attention to lekta, expressed through a language of the body.

Refining information literacy practice:: Examining the foundations of information literacy theory

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 124-132
Author(s):  
Michael Flierl ◽  
Clarence Maybee
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Academic Librarians ◽  
Active Engagement ◽  
Literacy Practice ◽  
Academic Librarian ◽  
Literacy Theory ◽  
Do So

There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.

scholarly journals Learning through Linguistic citizenship: Finding the “I” of the essay

2019 ◽  
Vol 6 (1) ◽  
pp. 72-86
Author(s):  
Zannie Bock ◽  
Lauren Abrahams ◽  
Keshia Jansen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Body ◽  
Western Cape ◽  
Higher Education System ◽  
Theoretical Approaches ◽  
Linguistic Citizenship ◽  
Just Society ◽  
Group Interviews ◽  
South African Higher Education

In recent years, the South African higher education system has seen growing calls for broadened epistemic access, decolonised curricula and transformed institutions. Scholars across South Africa have taken up the challenge and are working on new theoretical approaches to teaching and learning in higher education. In this paper, we reflect on students’ experiences of a multilingual, multimodal module called Reimagining Multilingualisms, which was jointly offered by the Universities of the Western Cape and Stellenbosch in April and May of 2018. In this paper, we provide an overview of the module and the different types of activities it involved. We reflect on these experiences using the theoretical lenses of decolonial scholar Mignolo (2009) on the ‘locus of enunciation’, and Stroud (2018) on ‘Linguistic Citizenship’. We present extracts from focus group interviews with students from both campuses to illustrate the involvement of ‘the body’ in ‘knowing’ and the ways in which the module enabled different ‘voices’ to emerge. We focus particularly on the role played by students’ perceived ‘vulnerability’ in the transformative benefits of the module and discuss this by way of conclusion. In sum, we suggest how the centring of multilingualism and diversity – not only as core pedagogic principles, but also as a methodology for transformation – may be used to enhance access and recapture voice in the building of a more integrated and just society.

scholarly journals Recommendations for Promoting a Performative Teaching, Learning, and Research Culture in Higher Education

2018 ◽  
Vol XII (2) ◽  
pp. 52-56
Author(s):  
Bärbel Jogschies ◽  
Manfred Schewe ◽  
Anke Stöver-Blahak
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Drop Out ◽  
Learning Approaches ◽  
Research Culture ◽  
The Sustainable Development ◽  
Constructive Dialogue ◽  
Teaching Learning

The twenty-first century is the century of the performative.1 Claire Colebrook (2018) A performative teaching, learning, and research culture can emerge wherever an academic discipline enters into a constructive dialogue with the performing arts. Many challenges of the 21st century (see the Sustainable Development Goals of the UN)2 require creative solutions. Creativity is, however, not yet sufficiently promoted at universities, thus an artistic reorientation in teaching and research is imperative. As early as 2006, at the UNESCO World Congress in Lisbon and again in Seoul in 20103, there were calls to strengthen the role of the arts in education. Implementation of these recommendations has, however, been very limited thus far. Studies in cognitive science show that performative teaching and learning cultivates a deeper understanding of content and improved long-term retention of knowledge.4 In fact, it has been shown that the use of performative teaching and learning approaches leads to more creative, better learning outcomes; students relate more strongly to their studies and drop-out rates decrease. In addition, overall willingness to learn within the university context has been documented, as well as increased complexity and closer connection to practice in higher education, thus affording graduates better job placement opportunities. At the ...

Feeling political

2021 ◽  
Vol 10 (2) ◽  
pp. 249-263 ◽  
Author(s):  
Charlie Dannreuther
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Critical Pedagogy ◽  
Educational Practice ◽  
The Body ◽  
Radical Politics ◽  
Global Trends ◽  
The United Kingdom ◽  
Embodied Pedagogy ◽  
Opening Up

By exploring some of the challenges of teaching a radical politics in the neo-liberal university, the article looks to the writings of radical pedagogues like Freire and Giroux to position hope as an important resource for critical pedagogy for teachers. Drawing on Coole’s work on Merleau-Ponty, the article examines the potential of a critical pedagogy that taps into the body, rather than a mind, as a vessel for capturing hope and thus as a way of opening up a new resource for linking hope to educational practice. These resources are discussed in relation to debates concerning the politics of artistic practices, particularly with regard to how an embodied pedagogy might work around the constraints imposed by neo-liberal universities. Three themes are identified as warranting further discussion for an embodied pedagogy and their implications are reflected upon. These relate to how we view the student as embodying hope, how we view the classroom as a place of rich connections and how we capture learning through richness and reflection. The United Kingdom is the focus of the article, but there is a wider relevance given ongoing global trends in and debates about higher education.

Sign in / Sign up

Export Citation Format

Share Document