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Teaching through controversial, politically charged issues is promoted in Anglo-American democracies as a key means for cultivating active citizenry and democratic values. However, the challenges of discussing controversial issues in the classroom may differ in younger, deeply divided democracies that lack common ground and institutional stability. In this study we ask, what approaches to the teaching of controversial issues do Israeli teachers adopt while enacting a curricular unit concerning Israel’s founding fathers? The data were collected in an ethnographic study in two primary schools during the 2012–2013 school year. We use linguistic ethnographic methods to analyse the curricular materials and their enactment in four video-recorded lessons in three classrooms. We argue that while the curriculum addresses deeply controversial content, it is designed to inculcate a shared national ethos and therefore avoids controversy. In practice, teachers and students engaged with controversial issues, but in ways that defused their volatility. We highlight two heretofore undocumented approaches to controversial issues: (1) sidestepping controversy by stripping it of real world complexities, and (2) scholasticizing the discussion by focusing on literacy practices. Finally, we discuss the rationales for using these two approaches to defuse controversy in the classroom, and their limitations. 相似文献
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Gily Meir Jasmin C. Hutchinson Christine M. Habeeb Nataniel M. Boiangin Cory Shaffer Itay Basevitch 《Measurement in physical education and exercise science》2013,17(4):167-176
Two studies examined the trustworthiness of commonly used measurement scales for ratings of perceived exertion (RPE) and state attentional focus (SAF) during exercise. In Study 1, participants (N = 24, 14 female) performed a treadmill graded-exercise test. The order of scale presentation during the task was manipulated (i.e., RPE followed by SAF or vice versa). In Study 2 the same order manipulation was used while participants (N = 70, 36 female) performed a stepping task for three consecutive trials. Additionally, time intervals between scale presentations were manipulated (i.e., 30 sec, 60 sec, or 90 sec) and counterbalanced between trials. Non-significant order effects of RPE and SAF emerged in both studies; however, a more frequent presentation of the two scales (30 sec and 60 sec) yielded higher RPE scores and increased associative attentional focus than a less frequent presentation (90 sec). The authors recommend minimizing measurement interruptions during the measurement process. 相似文献
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Ran Yanovich Itay Ketko Jeni Muginshtein-Simkovitch Einat Yanovich Uri Eliyahu Chen Fleischmann 《Research quarterly for exercise and sport》2013,84(3):307-317
ABSTRACTPurpose: Heat intolerance (HI) is determined in the Israel Defense Force according to a heat tolerance test (HTT) before returning to duty after an exertional heat stroke (EHS) event. Recently, increased numbers of female combatants resulted in an increased number of EHS cases among women and a higher percentage of heat intolerance (HI) individuals. We aimed to evaluate the differences between tolerance to heat among women performing an HTT in relation to their menstrual cycle phase. Method: Thirty-three female participants were sorted into two groups: HI and heat tolerant (HT) according to two HTTs performed during both the luteal and follicular phases of the menstrual cycle or while consuming and during a break from consuming contraceptives. Results: HT women had an 18% higher maximal oxygen uptake (p < .005, 95% CI [2.6,9.8]) and 1.2% lower skin temperature in the HTT at the during and follicular phases (p < .01, 95% CI [0.12,0.77]) and 1.7% lower at the off and luteal phases (p < .001, 95% CI [0.34,0.92]). The mean sweat rate was 14% lower among the HI group only at the HTT at the during and follicular phases (p < .05, 95% CI (3,88)]). Conclusion: We found that HT can be predicted using aerobic capacity and core body temperature. Moreover, during the luteal phase, women presented altered thermoregulation that decreased the probability of being HT. This emphasizes the importance of considering the HT/HI criteria in the HTT for women, according to their aerobic ability and menstrual-cycle phase. 相似文献
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Jason Ritchie Itay Basevitch Ryan Rodenberg Gershon Tenenbaum 《Journal of sports sciences》2017,35(21):2080-2087
Officials are expected to perform impeccably despite the wide range of stressors they experience. A stressor that officials frequently report is situation criticality. Situation criticality is comprised of score differential (i.e., more pressure in close games) and time remaining in a game (i.e., more pressure as time expires), which affects athletes’ stress levels. The present study explored the effect of situation criticality on officials’ stress levels. High school basketball officials (n = 108) with an average of 18.1 (SD = 11.2) years of officiating experience were given a survey packet containing game situations that varied in criticality. For each game situation (n = 9) officials completed the overall stress and appraisal portions of the Stress Appraisal Measure (SAM). Results revealed that situation criticality has an effect on officials’ perceived stress levels. Both threat and challenge appraisals were positively correlated with perceived stress. Overall, these findings indicate that officials’ stress levels fluctuate within games depending on score differential and time of game. The findings encourage officials to recognise and manage their stress, possibly through their appraisals. Additionally, the findings can affect the training of officials in the management of stress, as well as prompt the consideration of potential rule changes that reflect the increased situational demands on officials in critical situations (e.g., expanded instant replay). 相似文献
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Itay Snir 《Educational Philosophy and Theory》2018,50(3):299-311
According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as instrumental in eliminating its occasional errors, I shall argue, following Deleuze, that common sense education in fact thwarts thinking, while only education which revolves around making sense may provoke thinking that goes beyond the self-evident. I demonstrate how making sense can become an educational encounter that breaks hierarchies and generates thinking independently of the thinker’s knowledge and place in the sociopolitical order. The present article attempts, therefore, to put some sense into Deleuzian education for thinking, and thereby shed new light on its radical-political, counter-commonsensical power. 相似文献
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Itay Snir 《Educational Philosophy and Theory》2018,50(14):1624-1625
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