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 the gap between embodiment and education 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 postgraduate students who are interested in the body and embodiment and/or its relationship with education or educational research.
Table of Contents
Introduction, Embodiment and Education: Beyond the Gap. 1. The Body, Mind, and Spirit: Education, Gender Wars and Personal Identity, Jānis (John) Tālivaldis Ozoliņš 2. Freud, Jung, Embodiment, and Education, Robert Matthews 3. Phenomenology, Embodiment, and Education: First-Person Methodologies of Embodied Subjectivity, Steven A. Stolz & Malcolm Thorburn 4. Blended Learning and Digital Education: Biopolitics, Embodiment and the Making of the Learner, Emiliano Grimaldi 5. The Older Academic Woman: Managing and Mediating the Embodied Self, Meg Maguire & Rosalyn George 6. How Gesture Helps Learning: Exploring the Benefits of Gesture within an Embodied Framework, Elizabeth Wakefield & Susan Goldin-Meadow 7. Action and Mathematics Learning, Andrea M. Donovan & Martha W. Alibali 8. Towards an Enactivist Mathematics Pedagogy, Dor Abrahamson, Elizabeth Dutton & Arthur Bakker 9. Embodiment as a Pedagogical Tool to Enhance Learning, Myrto Mavilidi, Kim Ouwehand, Mirko Schmidt, Caterina Pesce, Philip Tomporowski, Anthony Okely & Fred Paas
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.
"This collection offers a diverse range of perspectives on the body, embodiment and education. The contributors acknowledge their philosophical predecessors, while also pushing inquiry in promising new directions. The book raises fascinating questions that will continue to demand answers in the years ahead."
Peter Roberts (Professor of Education) at the University of Canterbury, NZ
"This is a timely and major contribution towards rethinking education and education research, in light of the new and emerging conceptualizations of the body across disciplines. It will inform nascent agendas for the future of education."
Ricardo Nemirovsky (former Director of The Center for Research in Mathematics and Science Education (CRMSE) at San Diego State University. Currently Research Professor at Manchester Metropolitan University (Manchester, UK), in the Education & Social Research Institute)
"Bringing together academic writings that span across the philosophical, biological, psychological, and sociological is a formidable undertaking, and yet Steven Stolz has done just that with this volume. Readers who take the time to fully engage with this collection will walk away appreciating how intently different fields are taking up the topic of embodiment as it relates to education."
Victor R. Lee, Editor of Learning Technologies and the Body, Associate Professor at Stanford Graduate School of Education, Stanford University, USA