The Possibilities and Consequences of Understanding Play as Dialogue

Zimmermann, Ana Cristina; Morgan, John F.

doi:10.1080/17511321.2010.511250

Cited by 15 publications

(8 citation statements)

References 12 publications

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“…Groups understood games and activities as a kind of dialog ( Zimmermann and Morgan, 2011 ). This dialogical condition is ethical since rules are created and recreated in intermittent debates ( Bruhns, 2004 ), which above all require full presence in what children do.…”

Section: Discussionmentioning

confidence: 99%

“…Sports and games have been presented as a fruitful dialog for the culture of peace ( Saura et al, 2018 ). Regardless of the complexity of its rules and the competitive content employed, the game’s dialogic character is one of its main characteristics ( Zimmermann and Morgan, 2011 ). This dialogical character protects ethical possibilities to the play.…”

Section: Discussionmentioning

confidence: 99%

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Traditional Sports and Games: Intercultural Dialog, Sustainability, and Empowerment

Saura

Zimmermann

2021

Front. Psychol.

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From Traditional Sports and Games (TSG) we have not only learned different ways of living time as well as inhabit space and a particular mode of practicing sports and games from distinct cultures, but also promoting universal dialog among people. TSG presents sustainable and ecological references for living needed even before the advent of the COVID-19 pandemic. Nowadays, environmentally friendly policies and production methods must be taken more seriously. TSG may reveal a path to sustainable development, considering our corporeality and cultural diversity. TSG are expressions of human groups that historically reproduce their way of life-based on modes of social cooperation and specific forms of relationship with nature, traditionally characterized by sustained environmental management. The purpose of this article is to discuss how TSG promotes intercultural dialog with a focus on sustainability, and how it empowers people and creates equality among its players. We understand that TSG can break socio-cultural barriers. For this study, we considered data from a Brazilian experience of TSG’s Festival held at a public school in the city of São Paulo (Brazil), organized in collaboration with our study group. Data consists of observations recorded in pictures and films during the processes of organization, preparation, implementation, and evaluation of a TSG Festival, held in a public school in São Paulo, Brazil from the years of 2017 and 2018, with the participation of 800 students from the first to the ninth grade of elementary school, aged between 7 and 17 years. The first step in our analysis is taken from a dynamic called “Talking Circles,” where researchers registered dialog about experiences and used specific literature about TSG, from a philosophical perspective. The team and students from our study group that organized these events were invited to participate in four different Talking Circles. Approximately 20 people participated in each one of these meetings. Recurrences that emerged from these Talking Circles are presented in the results and explored afterward. What does this experience–from bodies in movement, artistic or sporting, or both–teach about intercultural dialog and empowerment? Such gestures indicate a cultural heritage and corporeal wisdom that allows humans to face new encounters and understanding in peace, recognizing humanity common to all of us, regardless of our origins. Ethical and aesthetical results of such dialog reveal possibilities to be explored in our relationship with different cultures and the environment, providing points of sustainable development through TSG.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Traditional Sports and Games: Intercultural Dialog, Sustainability, and Empowerment

Saura

Zimmermann

2021

Front. Psychol.

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“…Playing games reveal a motricity that presents itself in a dialogic way. To play, we displace our corporeality towards the game, but we also allow ourselves to be led by the flow of movements [19]. Thus, this experience will enable us to explore this movement of perceiving oneself as a subject and feeling oneself conducted.…”

Section: From Playing Games To Dialoguementioning

confidence: 99%

Education and Corporeality: Contributions from the Philosophy of Sport

Zimmermann

2021

Vestn. Ross. univ. družby nar., Ser. Filosofiâ

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Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge.

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“…Também com objetos especí cos como o Olimpismo [7][8][9][10][11] , o jogo [12][13] , os jogos tradicionais [14][15] , o lazer e o brincar [16][17][18][19] , apontando uma tendência para a transdisciplinaridade, destacando sua complexidade. Atualmente, o CESCMH conta com três grupos de estudos em seu interior: o GEO -Grupo de Estudos Olímpicos; o OPEObservatório de Psicologia do Esporte; e o PULA -Grupo Interdisciplinar de Estudos em Atividade Física, Esporte e Lazer.…”

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