The physiology of play: potential relevance for higher education
dc.contributor.author | Koeners, MP | |
dc.contributor.author | Francis, J | |
dc.date.accessioned | 2020-04-09T14:56:15Z | |
dc.date.issued | 2020-02-09 | |
dc.description.abstract | This paper explores the physiology of a play and its potential for advancing higher education through promoting joy and counteracting performativity, which we argue is a proponent of mental ill-health in the sector. Although a play is increasingly recognised as a fundamental part of the human experience and a successful teaching practice, it is only consistently applied within childhood education. We identify 3 key areas of play physiology relevant for higher education: physical and mental resilience; social intelligence; cognitive flexibility and intellect. We conclude that the incorporation of a play within higher education by developing ‘Playful Universities’ could counteract the fear of failing, avoidance of risk and other negative aspects of performativity and goal-oriented behaviour. Playful learning, therefore, challenges the continued relevance of focusing on a dehumanising and oppressive neoliberal model of performativity-based learning and sheds light on the potential of a joyous, authentic transition to the co-creation of knowledge within higher education. | en_GB |
dc.description.sponsorship | University of Exeter | en_GB |
dc.identifier.citation | Vol. 9 (1), pp. 143-159 | en_GB |
dc.identifier.doi | 10.1080/21594937.2020.1720128 | |
dc.identifier.uri | http://hdl.handle.net/10871/120637 | |
dc.language.iso | en | en_GB |
dc.publisher | Taylor & Francis (Routledge) | en_GB |
dc.rights | © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | en_GB |
dc.subject | Play | en_GB |
dc.subject | playful | en_GB |
dc.subject | physiology | en_GB |
dc.subject | higher education | en_GB |
dc.subject | performativity | en_GB |
dc.subject | neuroscience | en_GB |
dc.title | The physiology of play: potential relevance for higher education | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2020-04-09T14:56:15Z | |
dc.description | This is the final version. Available on open access from Taylor & Francis via the DOI in this record | en_GB |
dc.description | Data availability statement: This study did not generate any new data. | en_GB |
dc.identifier.eissn | 2159-4953 | |
dc.identifier.journal | International Journal of Play | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2020-01-20 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2020-02-09 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2020-04-09T14:54:13Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2020-04-09T14:56:23Z | |
refterms.panel | A | en_GB |
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Except where otherwise noted, this item's licence is described as © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.