CRITICAL INQUIRY AND PROBLEM-SOLVING IN PHYSICAL EDUCATION
CRITICAL INQUIRY AND PROBLEM-SOLVING IN PHYSICAL EDUCATION
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体育中的批判性探究和问题解决
DOI：
10.4324/9781315016085
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Jan Wright
中科院分区：
文献类型：
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作者：
Jan Wright
无论他们是否同意我们现在处于后现代性、晚期现代性或高度现代性的时期（Kirk 1997），社会评论家都同意我们生活在一个以深刻的社会和文化变革为特征的时代，这些变革在全球范围内都是公认的，但却深入到个人的日常生活中。这些变化的性质在很大程度上是由于技术的巨大进步，使信息能够在国家和文化内部和之间迅速处理和传播。一方面，来自更广泛来源的信息更容易获得，暴露了不同的观点，从而为挑战想当然的真理提供了更多的空间。然而，与此同时，电视和其他形式的电子媒体的普遍存在提供了一种环境，可以说服人们接受特定的观点，其中包括理解健康的方式以及与体育活动和运动有关的价值和意义。对个人而言，信息爆炸、各代人和社会群体之间价值观的迅速变化，以及接触到广泛的价值观，产生了一个知识不那么确定的世界，在这个世界中，身份不再是固定不变的（Fernando-Balboa 1997）。这些不确定性延伸到工作、健康、生计、人际关系等方面。生活在这样的时代对年轻人如何思考和学习有影响。在英国，弗隆和卡尔特梅尔（1997）将这些变化与风险社会的概念联系起来（贝克，1992），在风险社会中，传统的和制度化的社会和经济关系形式变得支离破碎，个人承担着塑造自己生活的责任和成本。现在要求青年人平衡他们在学习、就业、人际关系和休闲方面的多重参与，而不是遵循预定的线性轨迹;他们积极构建自己的生活。Wyn和Dwyer（1999）和其他人（Du Bois-Reymond 1998）称之为“选择传记”，强调在多大程度上
Whether they agree that we are now in a period of postmodernity, late modernity or high modernity (Kirk 1997), social commentators do agree that we live in times characterised by profound social and cultural changes which are recognisable globally but reach into the everyday lives of individual. The nature of these changes is in large part attributed to enormous advances in technology which have allowed for the rapid processing and transmission of information within and across countries and cultures. On one hand, the greater accessibility of information from a larger range of sources has exposed different points of view and thus provided more spaces for the challenging of taken-for-granted truths. At the same time, however, the ubiquitous presence of television and other forms of electronic media have provided a context in which populations can be persuaded to particular points of view, which include ways of understanding health and the values and meanings associated with physical activity and sport. For individuals the information explosion, rapid changes in values across and between generations and social groups, and exposure to a wide range of values, produces a world in which knowledge is less certain and in which identities are no longer experienced as fixed and constant (Fernandez-Balboa 1997). These uncertainties extend to work, health, livelihoods, relationships and so. Living in such times has effects on how young people think about and do schooling. In Britain, Furlong and Cartmel (1997) have linked these changes to the concept of the risk society (Beck 1992), in which traditional and institutional forms of social and economic relationships have become fragmented and individuals bear the responsibility and cost of shaping their lives. Rather than follow a predetermined linear trajectory, young people are now called on to balance their multiple involvements in study, employment, relationships and leisure; they are active in constructing their own lives. Wyn and Dwyer (1999) and others (Du Bois-Reymond 1998) call this a 'choice biography', emphasising the extent to which