Integration des apprentissages somatiques dans la vie quotidienne des apprenants et apprenantes
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ABSTRACT:
The purpose of this study was to better understand how adepts of somatic practices transpose their learning in their day-to-day life. To investigate the process of integration of such learning in daily life, two research questions were formulated: (a) what are the elements of a daily life situation within which the individual used his or her learning from somatic education practices?; and (b) what level has the individual reached in his or her endeavor to integrate a somatic learning in his or her daily life? A method based on individual interviews with six adepts of somatic practices yielded 70 stories of integration. A strategy of discourse analysis was developed to classify the integration stories using categories of both an experiential education taxonomy (Cote, 1991) and a taxonomy of affective domain pedagogical objectives (Krathwohl et al., 1970). The integration stories show that adepts of bodily practices use what they have learned in somatic education mainly in six daily life situations. In such situations, what they have learned presents itself as six major somatic knowledges that may alleviate the felt malaise. The classification of stories according to the taxonomies lead to the identification of integration courses which are located at three levels: participation in the learning, identification to the learning, and internalization of the learning.
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