Larsson Håkan, Nyberg Gunn, Barker Dean
Department of Movement, Culture and Society, The Swedish School of Sport and Health Sciences, Stockholm, Sweden.
Department of Teacher Education, Dalarna University, Falun, Sweden.
Front Sports Act Living. 2021 Dec 7;3:771101. doi: 10.3389/fspor.2021.771101. eCollection 2021.
The purpose of the article is to outline how Deleuzian concepts, notably the notions of apprenticeship in signs based on a pedagogy of the concept, can stimulate thinking and understanding of movement learning, and provide insights about pedagogical implications in various movement educational settings. Methodologically, the article falls somewhere in between theoretical exposition and presentation of original empirical research, i.e., a "theoreticoempirical" exposition. We borrowed some ideas formulated by Deleuze (and Guattari), which have been further developed by educational researchers, about "an apprenticeship in signs" based on "a pedagogy of the concept," to analyse situations where students explore new movements. We use material generated from pedagogical interventions comprising of exploration of kinescapes. In these interventions, school and university students are encouraged to explore, and learn, juggling, unicycling and dancing. Findings indicate how students pass through interpretative illusions until some of them grasp difference in itself in what could be called its immanent differentiation of the actual, i.e., they learn how to juggle, unicycle or dance. This is what we designate . The triadic relation between concepts, percepts and affects offer us clues to what juggling, unicycling or dancing mean to learners (concepts), what learners pay attention to while practising (percepts), and what gets them moving (affects). Importantly, through viewing learning as an apprenticeship in signs, the Deleuzian approach reminds us that the triadic relation is open-ended, meaning that concepts, percepts and affects are never final but always a potential actualisation. Concepts, percepts and affects are constantly in the process of becoming. Since genuine learning is not about narrowing down how a movement should be executed and experienced, the task of a movement educator could, then, be to accompany learners in explorative pursuits. In this way, teachers can help learners escape preconceptions about movements (who can do what and when) and instead explore new movement opportunities.
本文的目的是概述德勒兹主义概念，特别是基于概念教学法的符号学徒制概念，如何激发对运动学习的思考和理解，并提供有关各种运动教育环境中教学意义的见解。在方法论上，本文介于理论阐述和原创实证研究的呈现之间，即一种“理论实证”阐述。我们借鉴了德勒兹（和加塔利）提出的一些观点，这些观点已被教育研究者进一步发展，即基于“概念教学法”的“符号学徒制”，以分析学生探索新动作的情况。我们使用了由包含运动场景探索的教学干预产生的材料。在这些干预中，鼓励中小学生和大学生探索并学习杂耍、骑独轮车和跳舞。研究结果表明学生如何经历解释性幻觉，直到他们中的一些人在所谓的实际的内在分化中把握差异本身，即他们学会如何杂耍、骑独轮车或跳舞。这就是我们所指出的。概念、感知和情感之间的三元关系为我们提供了线索，让我们了解杂耍、骑独轮车或跳舞对学习者意味着什么（概念）、学习者在练习时关注什么（感知）以及什么促使他们行动（情感）。重要的是，通过将学习视为符号学徒制，德勒兹主义方法提醒我们三元关系是开放式的，这意味着概念、感知和情感永远不是最终的，而是始终处于潜在的实现过程中。概念、感知和情感不断处于生成过程中。由于真正的学习不是关于缩小一个动作应该如何执行和体验，那么运动教育者的任务可能是陪伴学习者进行探索性追求。通过这种方式，教师可以帮助学习者摆脱对动作的先入之见（谁能在何时做什么），转而探索新的运动机会。
