The teaching discipline entitled the Training of the body expression sums those activities that imply the body and which come in varied forms, both as motor structures and as functional features. In the following, we will try to bring arguments in support of the idea that body education (Physical Education) should be the starting point for the Stage Movement (The training of the body expression), first of all, but also for other disciplines of movement, included in the Actor’s Art curriculum (pantomime, fencing, dance).
In our present paper we will try to illustrate, for the benefit of those directly involved such as players, teachers and game leaders - some aspects that, by defining new game and training concepts dedicated to juniors II, could prove essential to the progress and present development of volleyball.
Based on existing facts, we consider that our present research is necessary and modern at the same time, because of the evolution of volleyball as a sport, and due to the belief that our hypothesis has both theoretical value with consistent chances of generalization, and practical value with immediate applicability, too. Another argument would be the fact that finding adequate solutions for increasing defence efficiency could also lead to great results, since a proper defence strategy has, in most cases, a decisive influence upon the results at the end of the game.
Our present endeavour falls into the categories of volleyball theory and method, and we pledge to bring our modest contribution to the development of theoretical material useful to volleyball specialists, that could also help reinventing this particular sport discipline in our country.
Controlled Freedom - the Formation of the Control Society
My analysis develops via the following five conceptual steps. The first step links up with Foucault's analysis of techniques of ‘soft’ discipline, which relates to ‘classical’ reform pedagogy, in the transition period from the 19th to the 20th century. The second step thematises the shifts in these disciplinary techniques in the context of the crisis of the so-called ‘environments of enclosure’. Here there is a particular focus on Deleuze's arguments concerning the emergence of a modern ‘society of control’. The third step considers the specific form of the ‘government of the social’, which Foucault approaches with the concept of ‘governmentality’. The fourth step aims to show that the current educational reforms can be understood as a ‘governmental strategy’. The fifth step, finally, thematises the inconsistency of governmental practices. It pursues the possibility that such practices advance, en passant or contrary to their aims, their own contradiction: the preparedness and capacity for critical opposition.
This paper aims to present some conceptual insights into the research paradigm of complexity that deals with such problems like sustainability, education, and, more specifically – sustainability education. The transdisciplinary perspective and cognitive approaches of a hermeneutical cycle and semantic waves used in argumentation assist in grasping the essence of complexity and the main principles of complex dynamic systems. The comparison of simple, complicated and complex systems in a field of sustainability education provides an example of using complexity thinking with social systems. Then the complexity in an epistemological context, as the research paradigm, could be used for dealing with the challenging problems of sustainability, education and sustainability education from the point of view of post-normal science. The concept of transdisciplinarity has been developed as a research framework starting from the general approaches to its application for sustainability, education and sustainability education. The specific types of collaboration in educational research for sustainability and the modes of knowledge produced by transdisciplinary research in this field will be described, ending with reflections and suggestions for further analysis.
The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.
Departing from Michel Foucault’s concept of governmentality, the focus of this article is the introduction of entrepreneurial education in Swedish education policy at the turn of the millennium. We analyze the various meanings attached to the concepts of “entrepreneur” and “entrepreneurship” in education policy documents, as well as the main arguments for introducing entrepreneurial education. In policy documents, the “entrepreneur” is portrayed as being flexible, creative, enterprising and independent, as having the ability to take initiative, solve problems and make decisions. Here, there is an emphasis made on economical utility, and its priority over other values. With an increasing mobilization of entrepreneurship in school, previous pedagogical and educational doctrines - focusing on equality, universalism and redistribution - are challenged. Other visions, stating other educational purposes and goals emerge. In the vision of the entrepreneurial school, it becomes logical and natural to emphasize the value education has for the economic system. In conclusion, entrepreneurial education may be seen as a particular kind of governmentality, connecting students and their subjectivity to the rationality of the market - fostering subjects in line with the imperatives of the “advances liberal society”.
Analysing teaching-practice offers an opportunity to answer questions like what is critical to making a pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher’s work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers’ practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers’ efforts at being critical in their work.
to E. Levinas: Otherwise than being or beyond essence.Pittsburg: Duquesne University Press.
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Dewey, J. (1891/1967). Psychology. In: The early works of John Dewey, vol. 2. Carbondale and Edwardsville: Southern Illinois University Press.
Gabel, S. (2002). Some conceptual problems with critical pedagogy. Curriculum Inquiry, 32 (2), 177-201.
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In the Polish cultural ethos, the family as a value seems to have an established high position. It is also confirmed by current numerous studies focused mainly on the young generation, which show that for young people the family constitutes a value of the highest priority. It could be presumed, therefore, that the present socio-cultural climate is favourable for the family and enables it to perform its various functions, including the care and cultural function. It also concerns the large family, which in the Polish tradition used to be considered as a beneficial educational environment, or even a kind of a social force. However, in the modern society, which in its definition seems to be a declaration of high quality standards, mainly in terms of developmental chances of all its subjects, the large family has found itself in a specifically difficult situation. The reason behind it is, above all, the fact that having a large number of children is socially ostracized in various ways. If the value of the large family is not only not appreciated socially, but even discredited, then the consequences of such a state of affairs will become apparent in numerous spheres of social life. Most often, it is reflected in the basic decisions in the area of social policy, unfavourable towards large families. For such families it might imply the necessity of engaging in even an extreme struggle for survival in the sphere of everyday existence; even more so when it comes to decent conditions of performing its tasks and its socio-cultural role. Therefore, it is essential to define and refer to the arguments coding in the social consciousness the fact that the large family in the Polish cultural ethos occupied a high position not only in the past, but it still constitutes a significant value which deserves recognition and support.
In a time of advancing neoliberal educational practice globally (e.g. Roxborough, 1997, McCafferty, 2010), in the provision of public sector education as well as in assumptions regarding public educational purposes and curriculum development; this paper looks to a broader definition of education (e.g. Biesta, 2009). The authors argue that pedagogical proposal of the Community of Philosophical Inquiry as in the work of Matthew Lipman (e.g. 2002) and Ann Sharp, a model of educational praxis existent in over 60 countries world wide, can enable the advancement of a vision for deliberative democracy (Lipman, 1998) and social justice and contribute to educational theory and practice in ways which develop communicative rather than individualistic notions of autonomy (Code, 2006, p.170.). Philosophical inquiry, especially as discussed in this paper with adolescents, equips students with the tools to become more critical, to develop a more social and global awareness and consequently enable them to make more reflected moral judgments (Hannam & Echeverria, 2009, p.114). Drawing on practical examples from the direct experience of the authors in the UK and Mexico, as well as building on 40 years of research world wide, an argument is developed for embedding philosophical thinking into all educational environments as a means of forming transformative intellectuals (Giroux, 1988) and enabling a raising of awareness with regard to the consequences of the tacit acceptance of neoliberal educational policies. Furthermore, drawing on the writing of Hannah Arendt (1998) a view is advanced which suggests that deliberative and participatory democratic structures can be developed in our societies where the opportunity for careful thinking as well as conscious action taking can take place.