Is the body a mere container of learning processes? Or can we, in a
productive way, develop an approach to learning that includes
learning as a bodily phenomenon? The authors all work with the
development or refinement of theories of 'learning bodies, ' and in
this anthology they present the state of the art to anybody with an
interest in current scientific discussions about the interplay
between body, movement and learning. A full understanding of
learning in all its complexity requires that the body is taken into
account - regardless of whether we are dealing with the
neurological foundations of learning processes, skill acquisition,
mental health and illness, aesthetics or the physical setting where
the learning takes place. Body, movement and senses (in short:
corporeality), provide the necessary experiences for change and
development in relation to life-long learning. This anthology
presents a range of theoretical approaches to learning;
neuroscience, psychiatry, sociology, psychology, phenomenology and
pedagogy. By presenting this range of approaches, the anthology
raises a central question in the philosophy of science: the need
for incorporation of different approaches to achieve further
insights. The first section of the book, The Learning Body,
concerns the learning process from a psychological, neuroscience
and phenomenological point of view. In part two, The Encultured
Body, gender and aesthetics will be analysed in relation to the
body and the community of practice. The third section, The Educated
Body, sheds light on various aspects of the body in educational
contexts and different body-related conditions for learning. The
anthology is of particular interest to researchers and students of
education, development, and psychology, and to those interested in
body and movement, both biomedical and the relation to social
science and the humanities.
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