Rendering the Body: The Implicit Lessons of Gross Anatomy

“April 2-4, 1996. Turner, B. (1984) The Body and Society: Explorations in Social Theory. Oxford: Basil Blackwell. Universal Inc. (1997) Corporate Web-site. Available at http://unigym.com/uniflex.html Vanity Fair, (1997) A Man’s Life, June 1997, pp.”

“…discipline’s techniques and instruments to transform the imprisoned body, so have numerous sports historians shown that the association between discipline and coaching is not natural but the result of a number of political and social contingencies (e.g. Heikkala, 1993; Pronger, 1995; Shogan, 1999).”

“With certain historical exceptions, the traditional way of understanding and theorizing the body in the area of physical education is heavily influenced by the natural sciences (Pronger, 1995).”

“For instance, rather than encouraging students to examine critically issues that in¯uence the ways they are learning to think and feel about their bodies, health and physical educators often objectify the body, constructing it as an object to be controlled and manipulated (Pronger 1995).”

“Students come to know the body through the physical sciences and objectify the body through gaze, measurement, and comparison (Pronger, 1995).”

“Indeed, the research literature has rendered a picture of the HPE profession as steadfastly resistant to change away from dualistic and instrumental understandings of health and the body, and towards more humane, progressive and student-centred practices and pedagogies (for examples, see Garrett & Wrench, 2008; Pronge…”

“…to be able to move beyond long-held and entrenched rational and instrumental understandings of the sporting body as a machine; a discursive strategy that has been shown to do far more harm than good (e.g. Hoberman, 1992; Howe, 2004; Kirk, 2002; Miller, 1995; Pronger, 1995; Shilling, 2003).”

“In other words, sexuality has a history of being engrained in PE, explicitly (Cahn 1994; Griffin 1998) and implicitly (Pronger 1995).”

“…qualities as suggested by many scholars (e.g., Atkinson, 254 Journal of Sport and Social Issues 44(3) 2008; Hoberman, 1992; Hockey & Allen Collinson, 2007; Hughson, 2009; Kirk, 2002; Miller, 1995; Pronger, 1995; Ravn & Høffding, 2017; Shilling, 2003), it overlooks its self: its whole self.”

“…anachronistic hangover from the ‘games ethic’ of late 19th century English private schools (Kirk, 1998, 1999), and those who have claimed that physical education is a reflection of an overly rational and scientistic vision of physical activity (McKay et al., 1990; Macdonald, 1993; Pronger, 1995).”

“What then might it be like to shift away from this dominant orientation that deadens the body (Pronger, 1995) as we consider the implications for moving with a sense of vitality, being active for life, and approaching a philosophic orientation known as ‘vitalism1’ (Smith & Lloyd, 2006)?”

“By comparison, Pronger writes of the mystery found in “the inner reaches of a personʼs body” that are only accessible “under the most intimate, indeed mysteriously erotic, circumstances” (Pronger, 1995, p. 428).”

“As Pronger (1995) exemplifies, “the body is a malleable, useful object in (post)modern culture” (p. 428).”

“In such environments, pragmatic education, technocratic knowledge and a ‘technological habitus’ (Pronger 1995) may become pervasive, resulting in the marshalling of bodies as resources for the virtuous interventions of therapeutic exercise experts (Wheatley 2005).”

“Gard (2003, p. 105) points out that ‘contemporary theories of the body and embodiment are yet to make a substantial impact on educational research and particularly PE’, which remains an overtly rational and scientist vision of physical activity (McKay et al., 1990; Macdonald, 1993; Pronger, 1995).”

“Thus, given “[m]ost bodies’ continued existence in capitalist society depends upon their availability as resources” (Pronger, 1995: 435), conditioning the body – both physically and mentally – is purported to empower men to cope better with otherwise fragile, aggressive and individualistic…”

“Therefore, biomedical knowledge is not neutral but teaches implicit messages about the body and gender (Pronger 1995).”

“Pronger (1995) illustrates the centrality of the physical body in suggesting that, in highlevel sport, “the body is trained in every detail to produce results, to be the perfect machine for the production of athletic records, national prestige, and commercial success” (p. 429).”

“Foucault informed us that knowledge makes us its subject (Gore, 1993), and accordingly, the process of coming to know something, and the nature of the knowledge itself (see Pronger, 1995), has an influence on the type of person we become—on the identities we make.”

“Such an approach to assessment is informed by mechanized and disembodied ways of thinking and knowing (Pronger 1995; Welton 1999) as little to no attention is directed towards strategic thinking (as enfleshed within the Teaching Games for Understanding approach, e.g. Hopper, Butler, and Storey…”

“The objective body, one to be worked out and understood through scientific reduction and dissection of a dead body (Pronger, 1995; Welton, 1999) sharpens a modern day focus wrought with concerns of obesity, inactivity and exercise physiology based-interventions aimed at reducing manifestations of global dis-ease (McKe…”

“They believed that it is the medical expression of the human body’s biological nature that made normal physical exercise an appendage of the modern technical discourse system and an objection of oppression (Pronger 1995).”

“Akan tetapi pengecualian sejarah tertentu menyatakan bahwa cara tradisional untuk memahami teori aktivitas fisik di bidang pendidikan jasmani sangat dipengaruhi oleh ilmu-ilmu alam (Pronger, 1995).”

“Ideas evidenced with scientific reasoning become taken for granted as normal and common sense (Pronger, 1995).”