During the past two decades, there has been a significant growth of sociological studies into the ‘body pedagogics’ of cultural transmission, reproduction and change. Rejecting the tendency to over-valorise cognitive information, these investigations have explored the importance of corporeal capacities, habits and techniques in the processes associated with belonging to specific ‘ways of life’. Focused on practical issues associated with ‘knowing how’ to operate within specific cultures, however, body pedagogic analyses have been less effective at accounting for the incarnation of cultural values. Addressing this limitation, with reference to the radically diverse norms involved historically and contemporarily in ‘vélo worlds’, I develop Dewey’s pragmatist transactionalism by arguing that the social, material and intellectual processes involved in learning physical techniques inevitably entail a concurrent entanglement with, and development of, values.

在过去的二十年中，社会学研究已大大发展为文化传播，繁殖和变化的“身体教学法”。这些研究拒绝了过度重视认知信息的趋势，探索了在与属于特定“生活方式”相关的过程中，身体能力，习惯和技术的重要性。专注于与“了解如何”在特定文化中运作相关的实际问题，但是，身体教育学分析在解释文化价值的化身方面效果不佳。。为了解决这一局限性，我参考了“vélo世界”中历史上和当代所涉及的根本不同的规范，提出了杜威的实用主义交易主义，认为学习物理技术所涉及的社会，物质和智力过程不可避免地需要同时纠缠和发展。的价值观。