ABSTRACT

This paper presents a cross-cultural discussion of three episodes where students’ embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings of embodied practices. In the broader field of practice, where practice is always embodied, the authors draw attention to what students do, and how they employ learned capacities and competences. Each author highlights the importance of observing students’ embodied dispositions as complimentary to contemporary understandings of student learning as solely cognitive. The implication for teachers as keen observers of students’ embodied dispositions is discussed.

摘要

本文对三个情节进行了跨文化的讨论，其中学生的具体倾向是学习的指标和学习障碍。这些情节来自对亚洲学校改革的纵向研究。围绕实践方法中对实施方式的共识，并采用独特的翻译方法，每位作者分享他们对具体实践的理解。在始终体现实践的更广泛的实践领域中，作者提请注意学生的工作以及他们如何利用所学的能力和能力。每位作者都强调了观察学生的具体性格的重要性，这是对当代对学生学习的纯粹认知的补充。