details
| Title |
Corporeal experience and equality. A new approach to the educational significance of the body |
|---|---|
| Authors | Vlieghe, Joris; Masschelein, Jan; Simons, Maarten |
| Source | Zeitschrift für Pädagogik 58 (2012) 3, S. 371-388  |
| Document | full text (1.632 KB) |
| License of the document | In copyright |
| Keywords (German) | Bildungsphilosophie; Bildungstheorie; Persönlichkeit; Persönlichkeitsentwicklung; Selbsterkenntnis; Körperliche Entwicklung; Gleichstellung; Menschlicher Körper; Erkenntnistheorie; Konstruktivismus; Subjekt <Phil> |
| sub-discipline | General Educational Science |
| Document type | Article (journal) |
| ISSN | 0044-3247; 00443247 |
| Language | English |
| Year of creation | 2012 |
| review status | Peer-Reviewed |
| Abstract (English): | In this article the authors overview different positions that have been taken in educational theory in regard with the meaning of corporeality for education. They argue that the body either appears as a factor through which subjectivity gets discursively formed, which makes the body lose its material weight, or as a vehicle by means of which existing educational goals, such as the furthering of a fully developed personality or an accurate view of the world are more authentically and efficiently realized. The authors argue that these approaches imply an instrumentalization of the body which makes it impossible to conceive the body in its full physicality. The experience of coinciding with one's "flesh" might however carry a major educational importance out of itself, because of the radical equalizing and emancipatory qualities it might have. (DIPF/Orig.) |
| other articles of this journal | Zeitschrift für Pädagogik Jahr: 2012 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.04.2015 |
| Citation | Vlieghe, Joris; Masschelein, Jan; Simons, Maarten: Corporeal experience and equality. A new approach to the educational significance of the body - In: Zeitschrift für Pädagogik 58 (2012) 3, S. 371-388 - URN: urn:nbn:de:0111-pedocs-105111 - DOI: 10.25656/01:10511 |
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