Session Information
08 SES 04 A, The Body, Health and Wellbeing
Paper Session
Contribution
At present, the body receives new attention in different fields of school discourse. In the school theoretical discourse the body experiences on the one hand a boom regarding a "reflection on corporeality" (Duncker 2007, S. 256). On the other hand the body is being newly debated in relation with learning in school, namely as a difference between the biological-physiological body and the sensual body (e.g. Scheunpflug 2004). Therewith learning in school itself comes newly into view (e.g. Goswami 2008). Moreover, many other topoi of pedagogical reflection can be read as forms of an implicit thematization of the body in school. In conceptual as well as in school theoretical discourses questions about the organization of the school, e.g. the organization of the school lunch, the possibility to rest or the availability of premises which allow moving, are being discussed (e.g. Holtappels 2006). Taking into consideration recent research from biological science, e.g. the relation between nutrition and cognitive performance (e.g. Marcus 2007; Lukas/Campbell 2000), these aspects appear in a new light. In addition, when it comes to health in a school context (e.g. Schnabel 2004; Pinquart/Silbereisen 2004) and school is being discussed as a possible place to implement concepts and strategies for health promotion (Altgeld/Kolip 2004), the body again gets into view.
In the contribution, selected results of the discourse analysis regarding the relation between school and body are presented and discussed against the following background:
- Although the body is in many aspects and with many connotations a recurring subject in and the starting point of school pedagogical and school theoretical reflection, the positing of the relation between school and body has been hardly reflected upon (cf. Langer/Richter/Friebertshäuser 2010; Langer 2008).
- There is a substantial consensus that the body is the prerequisite and, at the same time, the medium of any educational process and therewith also of school educational processes. Nevertheless, a school theoretical concept which defines the body’s constitutive relevance for school, respectively for school educational processes, does not exist until now.
Within the different phases of the empirical research process, answers to the following questions are of special interest:
- In which current German-language discourse fields regarding school and body can references on the thematization of the relation between school and body be found?
- How is the body seen in the positing of the relation between school and body?
The analysis draws on discourses and sub-discourses in the humanities and natural sciences, which can be associated in the broadest sense with the current German-language discourse fields regarding school and body.
Locating the research work within pedagogical anthropology, the research project is based on a theoretical framework which principally has recourse to approaches of the humanities and natural sciences (cf. Scheunpflug 2001, p. 15). I understand the pedagogical-anthropological research’s claim of the "double historicity", after which not only the things themselves but also the reflection on them are characterized and to be classified historically, as a research program which enables the analysis of the different perspectives.
Method
Expected Outcomes
References
Altgeld, T./Kolip, P., Konzepte und Strategien der Gesundheitsförderung. In: Hurrelmann, K./Klotz, Th./Haisch, J. (Hrsg.), Lehrbuch Prävention und Gesundheitsförderung. Bern et al. 2004, S. 41-51. Berger, P.L./Luckmann, Th., Die gesellschaftliche Konstruktion von Wirklichkeit. Frankfurt am Main 1969/1980. Duncker, L., Die Grundschule. Schultheoretische Zugänge und didaktische Horizonte. Weinheim, München 2007. Goswami, U., Cognitive Development: The learning brain. Hove, New York 2008. Hitzler, R./Reichertz, J./Schröer, N. (Hrsg.), Hermeneutische Wissenssoziologie. Konstanz 1999. Hitzler, R./Honer, A. (Hrsg.), Sozialwissenschaftliche Hermeneutik. Stuttgart 1997. Holtappels, H.G., Stichwort: Ganztagsschule. In: Zeitschrift für Erziehungswissenschaft 1/2006, S. 29. Keller, R., Diskursforschung. Eine Einführung für SozialwissenschaftlerInnen. Opladen 2004. Langer, A., Disziplinieren und entspannen. Körper in der Schule – eine diskursanalytische Ethnographie. Bielefeld 2008. Langer, A./Friebertshäuser, B./Richter, S., (An)Passungen – Körperlichkeit und Beziehungen in der Schule – ethnographische Studien. Hochgehren 2010. Lukas, W./Campbell, B., Evolutionary and ecological aspects of early brain malnutrition in humans. In: Human Nature, 2000(4), S. 1-26. Marcus, S.A., The Hungry Brain: The Nutrition/Cognition Connection. Thousand Oaks 2007. Pinquart, M./Silbereisen, R.K., Prävention und Gesundheitsförderung im Jugendalter. In: Hurrelmann, K./Klotz, Th./Haisch, J. (Hrsg.), Lehrbuch Prävention und Gesundheitsförderung. Bern et al. 2004, S. 63-71. Scheunpflug, A., Biologische Grundlagen des Lernens. Berlin 2001. Scheunpflug, A., Lernen als biologische Notwendigkeit. Schulkindheit aus der Sicht von naturwissenschaftlicher Anthropologie und evolutionärer Pädagogik. In: Duncker, L./Scheunflug, A./Schultheis, K., Schulkindheit. Anthropologie des Lernens im Schulalter. Stuttgart 2004a, S. 172-230. Schnabel, P.-E., Gesundheitsförderung in Familien und Schulen. In: Hurrelmann, K./Klotz, Th./Haisch, J. (Hrsg.), Lehrbuch Prävention und Gesundheitsförderung. Bern et al. 2004, S. 281-292. Strauss, A., Grundlagen qualitativer Sozialforschung. München 1998.
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