The Moment of Study in Learning That Resists Neoliberalism: Body Gesture, Time, and Play

Autor/in	Joldersma, Clarence W.
Titel	The Moment of Study in Learning That Resists Neoliberalism: Body Gesture, Time, and Play
Quelle	In: Philosophical Inquiry in Education, 27 (2020) 1, S.14-30 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Case Studies; Neoliberalism; Educational Philosophy; Teaching Methods; Learning Processes; Nonverbal Communication; Risk; Creative Activities; Learning Activities; Attribution Theory; Photography; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Non-verbal communication; Nonverbale Kommunikation; Risiko; Lernaktivität; Fotografie; Cognition; Schema; Kognition
Abstract	The essay develops a case study about a young boy playing with a toy train to address neoliberalism's problematic discourse that depicts learning as instrumental, as something that can be caused by teaching. This paper's perspective is enactive, taking the view that central to understanding learning is not the mind or brain working in isolation but involves the interrelationships between mind/brain, body, and world. The analysis revolves around the standing gap between teaching and learning, where navigating the gap involves a dynamic called 'the moment of study.' Three of Tyson Lewis's ideas about study--body gesture, time, and play--are used to explain the moment of study. The paper argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the activity of learning, undermines the causal account of learning associated with neoliberalism. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01