Notions of the body and embodiment have become prominent across a number of established discipline areas, like philosophy, sociology, and psychology. While there has been a paradigmatic shift towards this topic, there is a notable gap in the literature as it relates to education and educational research.
The Body, Embodiment and Education
addresses this gap by exploring conceptualisations of the body and embodiment from interdisciplinary perspectives. With contributions from international experts in philosophy, sociology, and psychology, as well as emerging areas in related fields, such as embodied cognition, neuroscience, cognitive science, this book sets a new research agenda in education and educational research. Each chapter makes a case for expanding the field and adds to the call for further exploration.
The Body, Embodiment and Education
will be of great interest to academics, researchers and post-graduate students who are interested in the body and embodiment and/or its relationship with education or educational research.
Introduction, Embodiment and Education: Beyond the Gap.
1. The Body, Mind, and Spirit: Education, Gender Wars and Personal Identity
2. Freud, Jung, Embodiment, and Education
3. Phenomenology, Embodiment, and Education: First-Person Methodologies of Embodied Subjectivity 4. Blended Learning and Digital Education: Biopolitics, Embodiment and the Making of the Learner
5. The Older Academic Woman: Managing and Mediating the Embodied Self
6. How Gesture Helps Learning: Exploring the Benefits of Gesture within an Embodied Framework 7. Action and Mathematics Learning
8. Towards an Enactivist Mathematics Pedagogy
9. Embodiment as a Pedagogical Tool to Enhance Learning
Steven A. Stolz, PhD, is an academic from the University of Adelaide, Australia. His background in philosophy has led to expertise in educational philosophy and theory. At the moment, his primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice.
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