LEADER 04017nam 22007815 450 001 9911018746603321 005 20260115191749.0 010 $a3-031-91639-5 024 7 $a10.1007/978-3-031-91639-7 035 $a(MiAaPQ)EBC32256255 035 $a(Au-PeEL)EBL32256255 035 $a(CKB)40138190200041 035 $a(DE-He213)978-3-031-91639-7 035 $a(OCoLC)1546971334 035 $a(EXLCZ)9940138190200041 100 $a20250806d2025 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aChallenging Contemporary Thinking on Play /$fedited by Victoria de Rijke, Rebecca Sinker 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (281 pages) 225 0 $aEducation Series 311 08$a3-031-91638-7 327 $a1 Introduction: The impossibility of defining play -- Part 1 Play biologies and behaviours -- 2 Play and growth -- 3 Animal play and the Brain -- Part 2 Play sociologies and behaviours -- 4 Play and risk -- 5 Digital play -- 6 Game play -- Part 3 Dark play -- 7 Word play -- 8 Perfomance play -- 9 Material play -- 10 Conclusion: An interview with the great late play theories Dr. Brian Sutton-Smith. 330 $aThis book explores the leaps and overlaps of play and aesthetic activity, across theories of feminism and posthumanism, neuroscience, ethology, pedagogy and postdevelopmental thinking, sociologies of space, game design and digital play from the very young to artist?s practice. It concludes with an entirely original exploration of dark play, and its complexities. As a series of interview or conversation pieces, key thinkers in each area of focus toy with positions around their field?s identification of play, proactively countering their Eurocentric demographic by drawing on examples of playful and arts practice/?research acts? from as diverse a global reach as possible. Drawing on an interdisciplinary methodology including phenomenological, materialist, posthumanist and arts practice as a form of research, the book challenges and criticizes over-used or lazy applications of play and bring theories of possibility and thinking into the arena of culture within contemporary conceptual reference. Formulaic and production-led education is critiqued, arguing that to engage more fully with pedagogies of play and its in-built interdisciplinarity and criticality carries risks but with that, transformative practices. 606 $aEducation$xPhilosophy 606 $aEducational psychology 606 $aEducational sociology 606 $aArt$xStudy and teaching 606 $aEducational Philosophy 606 $aEducational Psychology 606 $aSociology of Education 606 $aPhilosophy of Education 606 $aCreativity and Arts Education 606 $aJoc$2thub 606 $aCreativitat$2thub 606 $aPsicologia del desenvolupament$2thub 606 $aFilosofia de l'educació$2thub 606 $aEstudis culturals$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation$xPhilosophy. 615 0$aEducational psychology. 615 0$aEducational sociology. 615 0$aArt$xStudy and teaching. 615 14$aEducational Philosophy. 615 24$aEducational Psychology. 615 24$aSociology of Education. 615 24$aPhilosophy of Education. 615 24$aCreativity and Arts Education. 615 7$aJoc 615 7$aCreativitat 615 7$aPsicologia del desenvolupament 615 7$aFilosofia de l'educació 615 7$aEstudis culturals 676 $a370.1 700 $aDe Rijke$b Victoria$00 701 $aSinker$b Rebecca$01836642 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911018746603321 996 $aChallenging Contemporary Thinking on Play$94414837 997 $aUNINA