Thorburn, Malcolm

English

Background: 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 sharewith 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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Embodied experiences:Critical insights from Dewey for contemporary education

https://www.research.ed.ac.uk/files/129010377/Thorburn2019EdResEmbodiedExperiences.pdf

Embodied experiences:Critical insights from Dewey for contemporary education

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