Practical Epistemology

2018 ◽  
pp. 247-266
Keyword(s):  
Practical Epistemology

scholarly journals Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

2015 ◽  
Vol 20 (5) ◽  
pp. 656-675 ◽  
Author(s):  
Chantal Amade-Escot ◽  
Souha Elandoulsi ◽  
Ingrid Verscheure
Keyword(s):  
Physical Education ◽  
Gender Issues ◽  
And Gender ◽  
Practical Epistemology

scholarly journals Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

2021 ◽  
Vol 3 ◽  
Author(s):  
Suzanne Lundvall ◽  
Ninitha Maivorsdotter
Keyword(s):  
Physical Education ◽  
Outdoor Education ◽  
Meaning Making ◽  
Embodied Experience ◽  
Aesthetic Experiences ◽  
School Year ◽  
Sport Pedagogy ◽  
Embodied Experiences ◽  
Practical Epistemology ◽  
Favorite Place

The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.

scholarly journals Samâ’ dalam Tradisi Tasawuf

2014 ◽  
Vol 7 (2) ◽  
pp. 360
Author(s):  
Said Aqil Siradj
Keyword(s):  
Knowledge Of God ◽  
Spiritual Dimension ◽  
Definition Of ◽  
Practical Epistemology

<em>Samâ‘ </em>in Tasawuf has been a very important element in the dissemination of this spiritual dimension of Islam. Yet, it has received very little both from the practitioners of Tasawuf and its intellectuals. This paper tries to expose this simply in a hope to make it heard in the academic and popular circle. Here, <em>samâ‘ </em>is not only understood as a form of music, as many would do, but also as an art of listening of which music is certainly part. The paper will explore the meaning and definition of this term, putting emphasis on its many-faceted function in the formation and development of one’s soul and spirituality. It is argued that soul is musical and artistic. Using art and music to talk to soul is therefore the proper way and means. The paper will also try to show that <em>samâ‘ </em>is also an indispensable part of spiritual method to reach and know God. Knowledge of God in other words, can be gained through this practice. Hence, <em>samâ‘ </em>is treated not only as a form of entertainment, but also a kind of practical epistemology.

A didactic analysis of content development during Cooperative Learning in primary physical education

2016 ◽  
Vol 23 (3) ◽  
pp. 311-326 ◽  
Author(s):  
Tristan Wallhead ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Ethnically Diverse ◽  
Student Interactions ◽  
Didactic Contract ◽  
Group Problem Solving ◽  
Study Approach ◽  
Content Development ◽  
Teachers And Students ◽  
Practical Epistemology

The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers’ and students’ interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine how a group of three year-5 students and their teacher from an ethnically diverse primary school in New Zealand co-constructed knowledge within a 3-month CL intervention in physical education. The JASD protocol included collecting data on the teacher’s intention, practical epistemology and student interactions as they engaged in CL task structures. Data analysis included a search for patterns in the evolution of the didactic contract of content learned as students interacted in the co-construction of knowledge. Findings revealed that the CL tasks provided a pedagogical structure where student interactions were generally aligned with the didactic intent of the tasks. The teaching techniques of the student coach served to make the development of content more dynamic, with an increased frequency of breaches in the didactic contract. This dynamic may facilitate student learning during productive group problem-solving tasks. When the intended content was more specifically defined, the topogenetic technique of teacher intervention within tasks was critical to re-align students’ interpretation of the knowledge at stake in the CL tasks.

scholarly journals Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses

2017 ◽  
Vol 17 (1) ◽  
pp. 147-169 ◽  
Author(s):  
Florence Ligozat ◽  
Eva Lundqvist ◽  
Chantal Amade-Escot
Keyword(s):  
Science Education ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Discourse Analysis ◽  
Didactic Contract ◽  
Joint Actions ◽  
Different Types ◽  
Practical Epistemology ◽  
Dimensions Of Teaching ◽  
Classroom Discourses

One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.

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