Health as Experience: Exploring Health in Daily Life Drawing From the Work of Aaron Antonovsky and John Dewey

Maivorsdotter, Ninitha; Andersson, Joacim

doi:10.1177/1049732320907585

Cited by 4 publications

(5 citation statements)

References 28 publications

(52 reference statements)

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“…Furthermore, the findings highlight how personal and diverse the meaning making of the embodied experiences of a favorite outdoor place tends to be. Here meaning making refers to how experience and habits contribute to the students' creation of microenvironments (their favorite place) in which they can pursue and realize their interests through their ends in view (Maivorsdotter and Andersson, 2020 ). In the active process of creating microenvironments, students incorporate some conditions and disregard others in a process of “environing” (Andersson et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, we use a transactional framework drawing on the work of Dewey ( 1934/2005 ) and Dewey and Bentley ( 1949/1991 ), with a focus on aesthetic experience, meaning making and habits, to analyze students' written stories about being outdoors. Here meaning making refers to how experience and habits contribute to the students' creation of microenvironments in which they can pursue and realize their interests through their ends in view (Maivorsdotter and Andersson, 2020 ). In the active process of creating microenvironments, students incorporate some conditions and disregard others in a process of “environing” (Andersson et al, 2018 , p. 100–102).…”

Section: A Transactional Perspective With a Focus On Aesthetic Experiencementioning

confidence: 99%

“…In these processes, students and outdoor events are continually transformed. As Maivorsdotter and Andersson ( 2020 , p. 1006) put forward: people do not solely witness individual subjects or objects bumping into each other. Instead, they participate in a myriad of transactions between an internal and external environment in which each is connected to the other in particular ways.…”

Section: A Transactional Perspective With a Focus On Aesthetic Experiencementioning

confidence: 99%

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Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

Lundvall

Maivorsdotter

2021

Front. Sports Act. Living

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The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.

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Section: Discussionmentioning

confidence: 99%

Section: A Transactional Perspective With a Focus On Aesthetic Experiencementioning

confidence: 99%

Section: A Transactional Perspective With a Focus On Aesthetic Experiencementioning

confidence: 99%

See 1 more Smart Citation

Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

Lundvall

Maivorsdotter

2021

Front. Sports Act. Living

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“…The term world here is considered as synonymous with cosmos and reality. John Dewey defines experience as the dynamics of life, namely; struggle, action, and deed (Asen, 2017;Maivorsdotter & Andersson, 2020;Scarinzi, 2015).…”

Section: Philosophy Of Pragmatismmentioning

confidence: 99%

The Concept of Education According to John Dewey and Cornelius Van Til and Its Implications in The Design of Early Childhood Character Curriculum

Woenardi

Supratno

Mudjito

et al. 2022

IJORER Int. J. Recent Educ. Res.

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This research discusses a comparative study between the educational concepts of John Dewey and Cornelius Van Til to find a concept of education that teaches children not only to achieve intellectual intelligence but also to shape the child's character and make the child a person who fears God. This research uses a qualitative method, a literature study research approach (library). Based on the results of the research, the author makes a curriculum design that tends to Van Til's concept of education because in the idea of education according to Van Til, he emphasizes education based on God's Word, which is the basis for building human character and making children as individuals who are not only intellectually intelligent but also intellectually intelligent. The results of this research indicate that there is a sharp difference between the views of John Dewey and Cornelius Van Til regarding education. John Dewey focused education on human intelligence alone. Education must introduce children to who their Creator is so that children live responsibly towards their Creator. Education that intervenes in faith, education that applies Bible integration teaches children moral values and character to become God-fearing individual’s fear of God.

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“…In these processes, pupils with and without NDD and the events in the PE practice are continually transformed. Pupils in a PE class do not solely witness sealed subjects or objects bumping into each other, but instead participate in a myriad of transactions between an internal and external environment in which each is connected to the other in particular ways (Maivorsdotter and Andersson 2020). Just as individual organisms take the external environment into their internal beings through processes of breathing, eating or drinking, pupils take a particular PE practice into their orientations and habits (see Shilling 2018).…”

Section: A Transactional Perspective On Inclusion and Exclusion In Pementioning

confidence: 99%

What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding

Thoren

Quennerstedt

Maivorsdotter

2020

Physical Education and Sport Pedagogy

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Background: Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more 'invisible' variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), are integrated into mainstream classes. These pupils are often more sensitive to demands and stressful situations and struggle to decode social interactions. When it comes to lessons in PE, little is known about how pupils with NDD experience the educational situation and what they need to do to be successful in PE. Purpose: The aim of this article is to explore what PE practices become in classes in which pupils with NDD are integrated in terms of inclusion or exclusion processes. Drawing on the work of John Dewey, we suggest a transactional perspective on inclusion. This facilitates a non-dualistic exploration of inclusive PE and makes it possible to take the experiences of pupils with NDD and their peers into account. Methods: In the article we use a transactional framework with a focus on experience, meaning-making and habits using the following analytical questions: (i) What are the experiences of integrated PE? (ii) How do these events appear as inclusive? (iii) How do they appear as exclusive?The data generation consisted of 9 field observations and 13 individual interviews with pupils aged between 10 and 11 years in three classes in two different schools in one municipality. The municipality was awarded a grant by the Swedish authorities to work towards the creation of more favourable school situations for pupils with NDD. Three classes in which pupils with NDD diagnoses were integrated in PE were selected. Findings: The study identified four PE practices in which inclusion and exclusion processes were prominent: (i) to organise, (ii) to cooperate, (iii) to sweat and (iv) to win. 'To organise' is a comprehensive practice that is transactionally identified and foregrounded by teachers' actions. The other three are embedded in the practice 'to organise', which foregrounds pupils' actions. The study shows that pupils are included in a certain kind of PE practice when it becomes an organised practice of sweating, competing and cooperating.

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Health as Experience: Exploring Health in Daily Life Drawing From the Work of Aaron Antonovsky and John Dewey

Cited by 4 publications

References 28 publications

Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

The Concept of Education According to John Dewey and Cornelius Van Til and Its Implications in The Design of Early Childhood Character Curriculum

What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding

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