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Autor/inThorburn, Malcolm
TitelEmbodied Experiences: Critical Insights from Dewey for Contemporary Education
QuelleIn: Educational Research, 62 (2020) 1, S.35-45 (11 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Thorburn, Malcolm)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0013-1881
DOI10.1080/00131881.2019.1711437
SchlagwörterExperience; Behavior Patterns; Human Body; Philosophy; Experiential Learning; Habituation; Educational Objectives
AbstractBackground: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey's conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns. Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others. Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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