Religious Experience and Experiential Learning     

Peter Jarvis 《Religious education (Chicago, Ill.)》2013,108(5):553-567

Learning is both experiential and existential and a theory of learning is examined here in considerable detail to show how we interpret religious experiences. This learning provides the basis of theological systems although it is argued here that we cannot learn religious experience, only interpretations that provide us with mediated religious experience. These interpretations usually come from within a culture or a faith community. The interpretations, when they are shared, are secondary experiences: they constitute the basis of theological explanations, which are then taught. But teaching religion academically creates a tension between approaches to study, faith, and experience that has to be resolved in a satisfactory manner.  相似文献   

Interpreting measures of fundamental movement skills and their relationship with health-related physical activity and self-concept     

Stuart Jarvis  Morgan Williams  Paul Rainer  Eleri Sian Jones  John Saunders  Richard Mullen 《Measurement in physical education and exercise science》2018,22(1):88-100

The aims of this study were to determine proficiency levels of fundamental movement skills using cluster analysis in a cohort of U.K. primary school children; and to further examine the relationships between fundamental movement skills proficiency and other key aspects of health-related physical activity behavior. Participants were 553 primary children between 9- and 12-years old, 294 boys and 259 girls, who were assessed across eight different fundamental movement skills. Physical activity behaviors included markers of physical fitness, recall of physical activity behavior, and physical self-concept. Hierarchical cluster analysis was used to classify groups based on fundamental movement skills proficiencies and discriminant analysis to predict fundamental movement skills proficiency based upon the physical activity variables. This interpretation of fundamental movement skills performance revealed distinct groups of fundamental movement skills proficiency in both genders with several gender-specific components of physical activity shown to discriminate children with differing levels of fundamental movement skills proficiency (p < .05, r > .40).  相似文献   

Learning to be: from East and West     

Peter Jarvis 《Asia Pacific Education Review》2009,10(2):291-297

The argument of this article is that whilst humanity has evolved for millions of years as a single species, different groups have developed their own cultural differences as they live in different parts of the world, and we learn within our cultures. Research has demonstrated that we do learn differently, in East and West, since we are brought up in these different cultures. However, in lifelong learning, we do have to learn to live together. To be delivered in Seoul at the East–West Dialogue Conference October 2008.  相似文献   

Book reviews     

Lorin W. Anderson  Peter Jarvis  Vilma Seeberg  Ruth Hayhoe  Thomas N. Kahl  M. Wambach  Nicholas D. Nickandrov  Márta Dovala  Robert F. Lawson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(4):515-530

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School is Hell: Gendered fears in teenage horror     

Christine Jarvis 《Educational studies》2001,27(3):257-267

This article discusses the frequent use of schools as settings for horror narratives, particularly narratives aimed at teenagers. It argues that these school settings are not incidental, but integral to the horror. Teenage horror reflects a mixture of fears about failing to meet the social expectations of school, of ostracisation and loneliness, anxiety about sex and sexual violence and the realisation that responsible adults (teachers and parents) cannot protect young people from these challenges. Many of these fears are particularly pertinent to girls, who are the main consumers of this genre. A consideration of teenage horror may heighten parents' and teachers' understanding of the intensity of the often hidden fears of those for whom we still have responsibility. The article draws particularly on Buffy the Vampire Slayer.  相似文献   

Staff–student collaboration: student learning from working together to enhance educational practice in higher education     

Claire Dickerson  Joy Jarvis  Lewis Stockwell 《Teaching in Higher Education》2016,21(3):249-265

The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education.  相似文献   

通过远程教育促进经验学习和存在学习     

Peter Jarvis 《天津电大学报》2008,12(4):21-25

本文主要探讨了体验式学习,指出经验有两种基本类型：直接经验和间接经验。间接经验通常为学习树立规范,而直接经验能让学习者拓宽视野。本文认为,如果教师有这方面的认识,那么即使通过远程教育,教师也有能力促进学生直接经验的学习,以使学生成长并发展其潜能。  相似文献   

Becoming a Woman Through Wicca: Witches and Wiccans in Contemporary Teen Fiction     

Christine Jarvis 《Children‘s Literature in Education》2008,39(1):43-52

The article examines Cate Tiernan’s ‘Wicca’ series. This series and the ‘Circle of Three’ books by Isobel Bird explore the experiences of teenage girls who embrace the pagan religion, Wicca. The texts reflect the growing interest in spirituality expressed by many young people and extend the literary representation of witchcraft. Tiernan produces stories of spiritual growth entwined with fantasy and romance. The series operates within a moral and religious framework that allows girls to feel positive about their bodies and their sexuality and acknowledges the complex moral decisions many young people face. Christine Jarvis is Dean of Education and Professional Development at the University of Huddersfield. She worked in community, adult and further education before moving into teacher education. Her doctoral thesis at the University of Leeds examined the educational uses of popular romantic fiction and she has published work on education and popular culture, romance, teen fiction and Buffy the Vampire Slayer.  相似文献   

Art,Design & Technology ‐ a Plea to Reclaim the Senses     

Michael Jarvis  Thrse Lewis 《The International Journal of Art & Design Education》2002,21(2):124-131

The paper explores the inherent confusion surrounding the existence of design in two foundation areas of the English National Curriculum. We argue that this is a consequence of a fundamental misunderstanding about the nature of art, design and technology. Whereas technology should be considered as a cross‐curricular set of skills and knowledge with a variety of technologies applicable to different subject domains, design more properly belongs to the diffuse subject of art with its range of skills, crafts and cultural knowledge bases. We argue that design and technology can learn from the expressive and open‐ended processes of art making. If the practice of design is to operate effectively in the classroom then it needs to embrace more exploratory strategies to playing and making. Teachers of all age groups need to foster a greater engagement with sensory materials to enable pupils to create a context for the making of personal meanings. The notion of the teacher practitioner is a key component and the studio practice of artists and designers provides a useful framework in the adoption of such approaches.  相似文献   

Neo-liberalism and the shifting discourse of ‘educational fairness’     

Richard Waller  John Holford  Peter Jarvis  Marcella Milana  Sue Webb 《International Journal of Lifelong Education》2013,32(6):619-622

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