Relations of meaning : A phenomenologically oriented case study of learning bodies in a rehabilitation context

dc.contributor.author	Standal, Øyvind Førland
dc.date.accessioned	2009-06-04T06:47:47Z
dc.date.issued	2009
dc.identifier	Seksjon for kroppsøving og pedagogikk / Department of Physical Education
dc.identifier.isbn	978-82-502-0425-6
dc.identifier.uri	http://hdl.handle.net/11250/171275
dc.description	Avhandling (doktorgrad) – Norges idrettshøgskole, 2009.	en
dc.description.abstract	This dissertation investigates the learning that takes place between participants in a rehabilitation setting. More specifically, I have made use of the phenomenological philosophy of Maurice Merleau-Ponty (1963; 1968; 2002) in order to better understand the embodied and social aspects of learning as it relates to the topic of this dissertation. In addition, the educational theory situated learning (Lave & Wenger, 1991; Wenger, 1998) has been utilized in order to frame the situated character of that learning.	en
dc.format.extent	843133 bytes
dc.format.mimetype	application/pdf
dc.language.iso	eng	en
dc.subject	phenomenology	en
dc.subject	Merleau-Ponty	en
dc.subject	learning bodies	en
dc.subject	situated learning	en
dc.subject	re-embodiment	en
dc.title	Relations of meaning : A phenomenologically oriented case study of learning bodies in a rehabilitation context	en
dc.type	Doctoral thesis
dc.subject.nsi	VDP::Social science: 200::Social science in sports: 330::Other subjects within physical education: 339
dc.subject.nsi	VDP::Humanities: 000::Philosophical disciplines: 160