Embodied experiences: Critical insights from Dewey for contemporary education |
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| Authors: | Malcolm Thorburn |
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| Institution: | 1. Moray House School of Education, College of Humanities and Social Sciences, University of Edinburgh, Edinburgh, ScotlandMalcolm.Thorburn@ed.ac.uk https://orcid.org/0000-0001-6738-6583 |
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| Abstract: | 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. |
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| Keywords: | Dewey habit the body education experiential learning wellbeing |
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https://orcid.org/0000-0001-6738-6583