The Palgrave Handbook of Embodiment and Learning

Contents
Notes on Contributors
List of Figures
Introduction: Embodiment—A Challenge for Learning and Education
1 Historical Perspectives
2 Continental Educational Science and Educational Anthropology
3 Learners as Human Beings
4 Corporeality and Senses
5 Performativity
6 Mimetic Processes
7 Imagination
8 Emotions
9 Tacit Knowledge
10 The Structure of the Handbook
References
Part I: Philosophical and Historical Underpinnings
Promoting Embodiment Through Education in the Anthropocene
1 Introduction
2 When Politics Separates and Confines Bodies
3 A Regression of the Experience of Bodily Interaction
4 Restoring a Bodily Experience of the Living World: Promoting Embodiment Through Education in the Anthropocene, Against the Backdrop of Enlivenment
5 Conclusion
References
Embodiment Through Mimetic Learning
1 Social Learning and Culture
2 Mirror Neurons
3 Anthropological Approaches
4 Mimesis as a Concept of Historical Anthropology
5 Mimesis as Creative Imitation
6 Mimesis and Performativity
7 Aesthetic Experience in Mimetic Processes
8 How Mimetic Processes Create the Imaginary
9 Mimetically Acquired Practical Knowledge
10 How Mimesis Can Lead to Violence
11 Summary and Outlook
References
Awareness as a Challenge: Learning Through Our Bodies on a Planet in Crisis
References
Building Blocks of a Historical Overview of ‘Tacit Knowledge’
1 Introduction: (Re-)Turning to Tacit Knowledge
2 Tacit Knowledge in Diverse Disciplines
2.1 Philosophy
2.2 Psychology/Social Learning Theory
2.3 Sociology
3 In Conclusion: Speaking for Silent Knowledge in Current Sociological Practice Theories
References
The Antinomies of Pedagogy and Aporias of Embodiment: A Historical and Phenomenological Investigation
1 Introduction: The Antinomies of Pedagogy
2 The Aporias of Embodiment
3 Pedagogy and the Body: A Video Example
4 Conclusion: A Fissured Intertwining
References
Embodied Cognition: A Methodological and Pedagogical Interpretation
1 Regarding a New Research Field and Its Significance for Education
2 What Special Learning Experiences Does Embodied Cognition Make Possible?
References
Part II: The Pedagogical Relationship and Professionalism
Knowledge of Pathos
1 Touch the World/Touch Life
2 Those Who Have Suffered, Have Learned: Ta Pathemata Mathemata
3 Knowledge of Pathos: Knowledge of the Emotional and Physical Body
References
Pedagogical Tact: Reconstruction of a Bodily Moment of the Pedagogical Relationship
1 Topic
2 The Pedagogical Relationship
3 Tact as a Pedagogical Term
4 Pedagogical Tact as an Epistemological Term
5 The Ethics of Pedagogical Tact
6 Case Study
6.1 Formulating Interpretation
6.2 Reflective Interpretation and Type Formation
7 Summary and Outlook
References
Gestures in the Classroom
1 Introduction
2 Ritualised Gestures
3 Disruptive Gestures
4 Case Study
5 Conclusion
References
Vulnerability: A Basic Concept of Pedagogical Anthropology
1 Introduction
2 Historical Dimensions
2.1 A Modern Debate
3 The Century of Catastrophe
4 The Defenceless Subject
5 A Different Anthropology
6 Dimensions of Physical Susceptibility
7 Conclusion
References
Pedagogical Relationships as Relationships of Power
1 Perspectives on Power: From Property to Network
2 Incorporation as Disciplining and Educating Effect of Power Techniques
3 Education as a Social-Magical Process of Habitus Transformation
4 Conclusion: Notes and Outlook on Character, Materiality, and Performativity of Pedagogical Authority
References
Part III: Body, Sociality and Learning
The Performativity of Learning
1 Learning by Doing—Performativity of Learning
2 Entanglements: The Performativity of Learning With and From Others
3 Learning as a Physical Experience of the Other: Immersion into the Other Element
References
The Embodied Other: Mimetic-Empathic Encorporations
1 Introduction
2 The Other
3 The Desire of Body: Instincts and Feelings
4 The Expression of Body: The Somatic Understanding of the Other
5 The Incorporation of the Other
5.1 Body Techniques
5.2 Habitus
5.3 Introjection
5.4 Mimesis
6 Conclusion
References
The Embodiment of Gender in Childhood
1 Beyond Embodiment: Socialization as Boys or Girls
2 Generating Gender in Everyday Interactions
3 Embodiment of Gender Norms and Their Transgression
4 Embodying Multiple Differences and Debates About Intersectionality
5 New and Old Dimensions of Gender, Body and Embodiment: Vulnerability and Care in Childhood
References
The Adult-Child Co-existence: Asymmetry, Emotions, Upbringing
1 Introduction: Intergenerational Asymmetry and Overcoming the Subject-Centered Thinking
2 An Intriguing Talk: The Mutual Relatedness and the Asymmetric Concerns
3 Existential Anxiety: Care and Curiosity
4 A Primary Existential Task of Upbringing and Fairy Stories
5 Child’s Anxiety and Adult’s Patience
6 Conclusion: A Shared Joy—From Routine Talks to Teaching Settings
References
Alterity and Emotions: Heterogeneous Learning Conditions and Embodiment
1 Pedagogy, Culture and Equal Freedom
2 Egalitarian Difference and Uniqueness
3 Uniqueness and Alterity
4 Hegemonic Discourses and ‘the Differend’
5 Conclusions and Outlook
References
Part IV: Body, Space and Learning
Movement and Touch: Why Bodies Matter
1 Movement: One of Modernity’s Leading Concepts
2 Bodies in Crisis: Orders of the Body as Orders of Touch
3 Conclusion
References
Like Water Between One’s Hands: Embodiment of Time and the Ephemeral of Dance
1 Introduction
2 The Ephemeral, Embodiment and Modern Arts
3 Ephemeral Bodies and Memory
4 Movement and Embodiment: The Ephemeral of Dance
5 Movement, Fluidity of Time and (Physical) Transformation
References
Materiality and Spatiality of Bodily Learning
1 ‘Transaction’ and the Materiality of Learning
2 Spatiality and Temporality: A Multimodal Process
3 A Bodily Learning Task: Manoeuvring Chairs Through a Door
3.1 Multimodality and Videography Research
3.2 The Empirical Example: Bodily Learning in the Child Care Centre
4 Outlook
References
Body-Related Learning Processes in Museums
1 The Research Field: Children and Their Physical Access to Collection Objects
2 Contact Zones with Collection Objects
3 Example: Contact Zones in the Permanent Exhibition German History in Images and Artefacts at the German Historical Museum (DHM)
4 Prospects for Body-Based Processes of Learning About Objects in Museums
4.1 Open Coding: Physically Testing Out and Selecting Unfamiliar Objects According to Their Use
4.2 Open Coding: Approaching the Meanings of Objects via Everyday Experience
References
Part V: Body, Virtual Reality and Mindfulness
Technical Mediation of Children’s Onlife Worlds
1 Blurring Children’s On- and Offline Worlds
2 Emilia with a Music-Making App
3 Jörg in Engagement with Virtual Reality and Immersive Technologies
4 Outlook: Learning, Teaching and Schooling in Contemporary ‘Onlife’ Worlds
References
Creative and Artistic Learning in Post-digital Youth Culture: Results of a Qualitative Study on Transformations of Aesthetic Practices
1 Introduction
2 Research Design and Core Results
2.1 Ethnographic Research in Online Networks: Levels of Post-digital Transformations of Creative Practices
2.2 Group Discussions with Young People and Interviews with Experts in Cultural Education: The Digital as a Challenge
2.3 The BarCamp as a Network-Based Research Instrument: Performative Transgressions of Traditional Genre Boundaries in Digital and Post-digital Settings
2.3.1 Session Topics as Focus Metaphors: Transgressions of Traditional Boundaries of Cultural and Cultural Education Genres
2.3.2 Four (Ideal) Types of Implicit Collective (Post-) Digital Orientations
2.4 Case Studies: In-depth Analyses of Hybrid Creative Practices
3 Conclusion
References
Mind the Body: Mindfulness Meditation as a Spiritual Practice Between Neuroscience, Therapy and Self-awareness
1 General Aspects of Mindfulness
2 Cultural Studies Approaches
3 Meditation as a Body Technique, Connection to Neuroscience
4 Thich Nhat Hanh: Mindfulness and Interbeing
5 Jon Kabat-Zinn: Mindfulness as Therapeutic Buddhism
6 Mind and Body
7 Conclusion
References
Part VI: Classroom Practices
The Role of Bodily Experience for Learning Designs
1 The Role of the Body for Learning
1.1 The Body and the Soul—And the Question of Social and Individual Discipline
1.2 Knowledge and Knowing
2 Theoretic and Practical Knowledge
3 Designs for and in Learning
3.1 Designs in Learning
3.2 Sketching as Transformation and Transduction of Information
4 Designs for Learning—Conclusive Remarks
References
Mathematics Learning: Structured Ways of Moving With
1 Introduction
1.1 Counting
1.2 Cubing
1.3 Computing
2 From Tool to Body to Tool–Body
2.1 Tools and Manipulatives in Mathematics Education
2.2 The Body in Mathematics Education Research
2.3 The Body–Tool in Mathematics Education
3 Motion and Inscription in the Mangle of Tool–Body–Mathematics
4 Some Futures of Embodiment in Mathematics Education
References
Social Choreographies in Primary School Education
1 Social Choreographies
2 Studying Social Choreographies in Primary School
2.1 Circle Time
2.2 The Circle as a Geometric Figure in Euclidean Space
2.3 The Circle as Moving Line in the Children’s Space of Action
2.4 The Circle as Figure Enclosing a Middle
2.5 Choreographic Height Axes and Hierarchical Rank
3 The Organization of Equality and Hierarchy as Two Examples of a Corporeal Pedagogical Dynamic
References
On the (In)Visibility of Postcolonial Subjectivation: Educational Videography Research in Glocalised Classrooms
1 On the (In-)Visibility of Learning Processes: Videography as a Way of Seeing in Education Research
2 On the Epistemological Potential of a Videographic Focus on Embodied Learning Processes
3 Whose Bodies Are Taught
4 Videography and Subaltern Subjectification
References
Music as an Embodied Learning Experience
1 Introduction
2 Music as an Intangible Human Manifestation
3 The Formal and Its Context—Body and Mind
4 Movement Sequences as Musical Activity
5 Body in Anthropology
6 Embodiment and/as Music
7 Rehearsal, Education, and Music-Making
8 Musizieren/‘Making’ Music
9 Musizieren as an Educational Cultural Practice
10 The Musical Instrument as Extension of the Body
References
Part VII: Bodies in Times of Glocalizations
Embodiment of the Values System in Indigenous African Society
1 Introduction
2 The Mission of the Body
3 The Process
3.1 The Head
3.2 The Hand
3.3 The Heart
3.4 The Body Language: The Eye and the Nose as Non-verbal Communicators
3.5 Learning Through Music and Dance
3.6 Integrated Learning
3.7 Learning in the Indigenous Society
References
Embodiment in Education in the Islamic World
1 Body and Embodiment in Islam: An Ontological Account
2 A Functionalist Approach to Embodiment in Islam
3 A Peripatetic Perspective on Embodiment and Education
4 A Sufi Approach to Embodiment and Education
5 A Kalāmī Approach to Embodiment and Learning
6 Islamic Didactics and Corporeal and Cognitive Development
7 Corporeal Practices in Islamic Education
References
The Body in Education: Conceptions and Dimensions in Brazil and Latin America
1 Introduction
2 The Body in Latin America: Differences in Conceptions in Social and Educational Contexts
2.1 The Bio-political and Aesthetic Body: Homogenized and Regulated by Latin American Society
2.2 The Body in School Education and Physical Education in Latin America
2.2.1 The Body in the School Situation: From Being a Well-Disciplined Body to a Body Experiencing New Things
2.2.2 The Body in Latin American Physical Education
3 The Body in Brazil: Conceptions in Brazilian Culture and Education
3.1 The Body in Brazilian Culture: From the Body as an Expression of Mixed Racial Heritage to the Body as Capital
3.2 The Body in Brazilian School Education
3.2.1 Conceptions of the Body in Brazilian Education: Corporeality as a Criticism of the Disciplinary Nature of School Culture
3.2.2 The Body in Physical Education: Body and Mind, Corporeality, the Indigenous and Afro-Brazilian Cultural Body
4 Body Culture: Indigenous and Afro-Brazilian Body Practices in Physical Education
5 Discussion: The ‘Corpus Absconditum’ in Brazil and Latin America
6 Perspectives for Mimetic Processes, Embodiment, and Cultural Learning
References
Cultivating a Gentle Body: A Chinese Perspective
1 Introduction: A Forceful Re-discovery of the Body
2 The Body in Early Chinese Texts
2.1 The Physical Body as a Site of Family Heritage
2.2 The ‘Self-Cultivated’ Body: From Qi to Xiushen—A Double Transformation: Xiushen Yang Xing
2.2.1 The Collective and State-Owned Body: A Devoted Body in Different Dynasties
3 Nurturing the Body in the Chinese Educational Context: Time, Repetitive Exercise and Harmony
3.1 Body and Time
3.2 Repetitive Exercise
3.3 Harmony
4 Discussion and Conclusion: Towards a ‘Gentle’ Body
References
The Body and the Possibility of an Ethical Experience of Education: A Perspective from South Asia
1 The Social Process of Learning
2 The Body and the Learning Environment: Some Metaphysical Perspectives
3 The Body in Trouble: The Suffering Body, The Labouring Body, The Discriminated Body
4 Education’s Obligation to the Body
5 Towards an Ethical Experience of Education
References