LEADER 00754nam0-2200265 --450 001 9910737599803321 005 20240311144700.0 010 $a978-88-8272-488-7 100 $a20230904d2009----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $a 001yy 200 1 $aDavanti al protagonista$ealle radici della liturgia$fJoseph Ratzinger 210 $aSiena$cCantagalli$dİ2009 215 $a229 p.$d21 cm 225 1 $aStrumenti per la riforma$v2 610 0 $aLiturgia 700 0$aBenedictus XVI$c$0181463 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910737599803321 952 $aDFT B15.1 RATJ 03$b2023/3420$fFLFBC 959 $aFLFBC 996 $aDavanti al protagonista$93547640 997 $aUNINA LEADER 05555nam 22006375 450 001 9910634046203321 005 20251204105434.0 010 $a9783030930011 010 $a3030930017 024 7 $a10.1007/978-3-030-93001-1 035 $a(MiAaPQ)EBC7152970 035 $a(Au-PeEL)EBL7152970 035 $a(CKB)25610217400041 035 $a(DE-He213)978-3-030-93001-1 035 $a(EXLCZ)9925610217400041 100 $a20221206d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Palgrave Handbook of Embodiment and Learning /$fedited by Anja Kraus, Christoph Wulf 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (594 pages) 311 08$aPrint version: Kraus, Anja The Palgrave Handbook of Embodiment and Learning Cham : Springer International Publishing AG,c2022 9783030930004 320 $aIncludes bibliographical references. 327 $aIntroduction -- I Philosophical and Historical Underpinnings -- Promoting Embodiment Through Education in the Anthropocene -- Embodiment Through Mimetic Learning -- Awareness as a Challenge. Learning Through our Bodies on a Planet in Crisis -- Building Blocks of a Historical Overview of ?Tacit Knowledge? -- The Antinomies of Pedagogy and Aporias of Embodiment. A Historical and Phenomenological Investigation -- Embodied Cognition: A Methodological and Pedagogical Interpretation -- II The Pedagogical Relationship and Professionalism -- Knowledge of Pathos -- Pedagogical Tact. Reconstruction of a Bodily Moment of the Pedagogical Relationship -- Gestures in the Classroom -- Vulnerability ? a Basic Concept of Pedagogical Anthropology -- Pedagogical Educational Relationships as Relationships of Power -- III Body, Sociality and Learning -- The Performativity of Learning -- The Embodied Other: Mimetic-Empathic Encorporations -- The Embodiment of Gender in Childhood -- The Adult-Child Co-Existence: Asymmetry, Emotions, Upbringing -- Alterity and Emotions - Heterogeneous Learning Conditions and Embodiment -- IV Body, Space and Learning -- Movement and Touch: Why Bodies Matter -- Like Water Between One?s Hands - Embodiment of Time and the Ephemeral of Dance -- Materiality and Spatiality of Bodily Learning -- Body-Related Learning Processes in Museums -- V Body, Virtual Reality and Mindfulness -- Technical Mediation of Children?s Onlife Worlds -- Creative and Artistic Learning in Post-Digital Youth Culture: Results of a Qualitative Study on Transformations of Aesthetic Practices -- Mind the Body ? Mindfulness Meditation as a Spiritual Practice between Neuroscience, Therapy and Self-Awareness -- VI Classroom Practices -- The Role of Bodily Experience for Learning Designs -- Mathematics Learning: Structured Ways of Moving With -- Social Choreographies in Primary School Education -- On the (In)Visibility of Postcolonial Subjectivation - Educational Videography Research in Glocalised Classrooms -- Music as an Embodied Learning Experience -- VI Bodies in Times of Glocalizations -- Embodiment of the Values System in Indigenous African Society -- Embodiment in Education in the Islamic World -- The Body in Education: Conceptions and Dimensions in Brazil and Latin America -- Cultivating a Gentle Body: A Chinese Perspective -- The Body and the Possibility of an Ethical Experience of Education: A Perspective from South Asia. 330 $aThis handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ?tact? as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher?s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners.It will be of interest to scholars in education and philosophy as well as those researching in across social sciences. 606 $aEducation$xPhilosophy 606 $aEducation 606 $aTeachers$xTraining of 606 $aEducational Philosophy 606 $aPhilosophy of Education 606 $aEducation 606 $aTeaching and Teacher Education 606 $aEducation 615 0$aEducation$xPhilosophy. 615 0$aEducation. 615 0$aTeachers$xTraining of. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aEducation. 615 24$aTeaching and Teacher Education. 615 24$aEducation. 676 $a370.1 676 $a370.1 702 $aKraus$b Anja 702 $aWulf$b Christoph 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910634046203321 996 $aThe Palgrave handbook of embodiment and learning$93089252 997 $aUNINA