Relations of meaning : A phenomenologically oriented case study of learning bodies in a rehabilitation context
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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.
Avhandling (doktorgrad) – Norges idrettshøgskole, 2009.