ORCID Profile
0000-0001-5900-0329
Current Organisation
University of Adelaide
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 03-03-2016
Publisher: Informa UK Limited
Date: 04-04-2023
Publisher: Informa UK Limited
Date: 07-0100
Publisher: Informa UK Limited
Date: 24-09-2015
Publisher: Springer Science and Business Media LLC
Date: 02-10-2020
Publisher: University of Illinois Press
Date: 07-2022
Abstract: Drawing from Nietzsche, I explore the topic of aesthetic education. Even though Nietzsche never formally uses the term “aesthetic education” in his works, this is a novel initiative of my own doing based on what I think he would have to say on the topic. Just as Nietzsche adopted his own experimental approach or style, in a sense, my intention is to experiment with a narrative, which takes the form of a fictional dialogue between Nietzsche and a student. To make sense of what Nietzsche has to say on the topic, I examine certain aspects of his thought as they relate to art, aesthetics, creative activity, creativity, the important role of Bildung (self-cultivation), and other associated areas of interest. This essay critically discusses and analyzes the narrative in relation to Nietzsche's appropriation of the mythical figure of Dionysus, as well as the tragic wisdom it is supposed to incarnate. As such, I argue that Dionysian wisdom is an exposition of the paradoxical characteristics of the creative life that has significant ramifications for aesthetic education.
Publisher: Informa UK Limited
Date: 28-01-2015
Publisher: Oxford University Press (OUP)
Date: 09-01-2018
Publisher: SAGE Publications
Date: 05-09-2013
Abstract: Physical education has long suffered low status within educational institutions, due to the assumption that practical knowledge or ‘knowing how’ is somehow set apart from cognitive development and anti-intellectual. This dualistic conception of mind and body is challenged using Ryle’s conceptual account of ‘intelligent performance’, which provides a more positive account of ‘knowing how’ and in the process, dispels with an intellectualist account of education that privileges theory over practice, mental skills over physical skills. Since physical education predominantly deals with practical knowledge, the interest to physical educators is significant, because one’s knowledge of how to do something, in most cases, is a legitimate matter of evaluation. Consequently, to take intelligent performance seriously, we need to be able to ascribe know(ing) how to someone, particularly when we appraise their actions.
Publisher: Informa UK Limited
Date: 02-01-2017
Publisher: Informa UK Limited
Date: 13-07-2015
Publisher: Informa UK Limited
Date: 30-03-2016
Publisher: SAGE Publications
Date: 06-08-2014
Abstract: Over 30 years ago the original teaching games for understanding (TGfU) proposition was published in a special edition of the Bulletin of Physical Education (Bunker and Thorpe, 1982). In that time TGfU has attracted significant attention from a theoretical and pedagogical perspective as an improved approach to games and sport teaching in physical education (PE). It has been particularly ch ioned as a superior alternative to what Kirk (2010) and Metzler (2011) described as a traditional method. Recently, however, one of the TGfU authors suggested that the TGfU premise needs to be revisited in order to explore and rethink its relevance so that pedagogy in PE again becomes a central and practical issue for PE (Almond, 2010), as it has not been as well accepted by PE teachers as it has by academics. In order to review and revisit TGfU and consider its relevance to games and sport teaching in PE this paper outlines two areas of the TGfU proposition: (1) the basis for the conceptualisation of TGfU (2) advocacy of TGfU as nuanced versions. The empirical-scientific research surrounding TGfU and student learning in PE contexts is reviewed and analysed. This comprehensive review has not been undertaken before. The data-driven research will facilitate a consideration as to how TGfU practically assists the physical educator improve games and sport teaching. The review of the research literature highlighted the inconclusive nature of the TGfU proposition and brought to attention the disparity between researcher as theory generator and teacher practitioner as theory applier. If TGfU is to have improved relevance for teachers of PE more of an emphasis needs to be placed on the normative characteristics of pedagogy that drive this practice within curricula.
Publisher: Informa UK Limited
Date: 15-04-2013
Publisher: Informa UK Limited
Date: 02-11-2023
Publisher: Springer Science and Business Media LLC
Date: 07-07-2016
Publisher: SAGE Publications
Date: 31-12-2019
Abstract: Psychology has made, and continues to make, a significant contribution to the discipline area of education. Since one of the main aims of education concerns student learning – which is an indisputably psychological phenomenon – we argue that the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers. Although embodied cognition is still in its infancy, the multidisciplinary and interdisciplinary nature of the literature provides some thought-provoking recommendations to enhance educational practice or practices, which in turn can bring about student learning more effectively. Consequently, this article will be concerned with the discussion of two issues: first, we provide a brief historical overview that foregrounds embodied cognition, and, second, we outline the educational implications of embodied cognition through the use of some ex les significant to education. We conclude with an argument for the importance of making findings in an area we call ‘embodied education’ available to teachers.
Publisher: Informa UK Limited
Date: 13-10-2017
Publisher: Informa UK Limited
Date: 06-2015
Publisher: Informa UK Limited
Date: 05-05-2016
Publisher: Informa UK Limited
Date: 03-02-2020
Publisher: Informa UK Limited
Date: 19-12-2022
Publisher: Informa UK Limited
Date: 10-08-2021
Publisher: Informa UK Limited
Date: 17-05-2013
Publisher: Informa UK Limited
Date: 27-07-2020
Publisher: Taylor & Francis
Date: 2013
Publisher: Informa UK Limited
Date: 17-04-2015
Publisher: Informa UK Limited
Date: 10-2016
Publisher: Informa UK Limited
Date: 08-05-2020
Publisher: Routledge
Date: 11-07-2014
Publisher: Oxford University Press (OUP)
Date: 29-08-2021
No related grants have been discovered for Steven Stolz.