From Education to Initiation—Leisure as a Second Chance

Spector, C.; Cohen-Gewerc, Elie

doi:10.1080/04419057.2001.9674238

Search citation statements

Order By: Relevance

Paper Sections

Select...

World Leisure Journal 731

Leisure and Education1

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2006

2018

Publication Types

Select...

Article4

Relationship

Self Cite1

Independent3

Authors

Journals

Cited by 4 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this sense, leisure education will be a new kind of initiation (Spector & Cohen-Gewerc, 2001), an accompaniment and individual attention, a process supporting one's willingness to improve, which is ultimately the growth of one's uniqueness.…”

Section: World Leisure Journal 73mentioning

confidence: 98%

Why leisure education?

Cohen-Gewerc

2012

World Leisure Journal

Self Cite

View full text Add to dashboard Cite

Section: World Leisure Journal 73mentioning

confidence: 98%

Why leisure education?

Cohen-Gewerc

2012

World Leisure Journal

Self Cite

View full text Add to dashboard Cite

“…(Mashiach, 2004: 44, in free translation from Hebrew)This view applies not only to the nature of the activity but also to the nature of teacher–student relations. In the same book, Spector and Cohen-Gewerc (2004) describe apprenticeship, as opposed to classroom instruction, as the way to establish an empowering educational connection, which better corresponds, in their opinion, to the nature of leisure.…”

Section: Leisure and Educationmentioning

confidence: 99%

Worthy leisure education: Teaching here and now

Segev

2018

Research in Education

View full text Add to dashboard Cite

In order to show the potential unification between studying the school's academic curriculum and developing moral virtues, two matters commonly considered to be separated, I suggest the approach of worthy leisure education. Drawing on the tradition of paideia and liberal arts education, I describe the inner connection between school and leisure and the inner connection between the leisure of school and the preferred liberal virtue. This educational approach calls for teachers to create their lessons, the educational gatherings, as events which are not directed at outcomes beyond themselves. I name this approach to teaching: non-outcome-based teaching, or teaching here and now. I conclude the article by describing a number of virtues that teachers who wish to excel in implementing this approach should develop.

show abstract