The Palgrave handbook of embodiment and learning / / edited by Anja Kraus, Christoph Wulf

• Pubblicazione: Cham, Switzerland : , : Palgrave Macmillan, , [2022]; ©2022
• Descrizione fisica: 1 online resource (594 pages)
• Disciplina: 370.1
• Soggetto topico: Education - Philosophy; Filosofia de l'educació; Psicologia pedagògica; Psicologia de l'aprenentatge; Aprenentatge
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): KrausAnja; WulfChristoph
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Contents -- Notes on Contributors -- List of Figures -- Introduction: Embodiment-A Challenge for Learning and Education -- 1 Historical Perspectives -- 2 Continental Educational Science and Educational Anthropology -- 3 Learners as Human Beings -- 4 Corporeality and Senses -- 5 Performativity -- 6 Mimetic Processes -- 7 Imagination -- 8 Emotions -- 9 Tacit Knowledge -- 10 The Structure of the Handbook -- References -- Part I: Philosophical and Historical Underpinnings -- Promoting Embodiment Through Education in the Anthropocene -- 1 Introduction -- 2 When Politics Separates and Confines Bodies -- 3 A Regression of the Experience of Bodily Interaction -- 4 Restoring a Bodily Experience of the Living World: Promoting Embodiment Through Education in the Anthropocene, Against the Backdrop of Enlivenment -- 5 Conclusion -- References -- Embodiment Through Mimetic Learning -- 1 Social Learning and Culture -- 2 Mirror Neurons -- 3 Anthropological Approaches -- 4 Mimesis as a Concept of Historical Anthropology -- 5 Mimesis as Creative Imitation -- 6 Mimesis and Performativity -- 7 Aesthetic Experience in Mimetic Processes -- 8 How Mimetic Processes Create the Imaginary -- 9 Mimetically Acquired Practical Knowledge -- 10 How Mimesis Can Lead to Violence -- 11 Summary and Outlook -- References -- Awareness as a Challenge: Learning Through Our Bodies on a Planet in Crisis -- References -- Building Blocks of a Historical Overview of 'Tacit Knowledge' -- 1 Introduction: (Re-)Turning to Tacit Knowledge -- 2 Tacit Knowledge in Diverse Disciplines -- 2.1 Philosophy -- 2.2 Psychology/Social Learning Theory -- 2.3 Sociology -- 3 In Conclusion: Speaking for Silent Knowledge in Current Sociological Practice Theories -- References. ; The Antinomies of Pedagogy and Aporias of Embodiment: A Historical and Phenomenological Investigation -- 1 Introduction: The Antinomies of Pedagogy -- 2 The Aporias of Embodiment -- 3 Pedagogy and the Body: A Video Example -- 4 Conclusion: A Fissured Intertwining -- References -- Embodied Cognition: A Methodological and Pedagogical Interpretation -- 1 Regarding a New Research Field and Its Significance for Education -- 2 What Special Learning Experiences Does Embodied Cognition Make Possible? -- References -- Part II: The Pedagogical Relationship and Professionalism -- Knowledge of Pathos -- 1 Touch the World/Touch Life -- 2 Those Who Have Suffered, Have Learned: Ta Pathemata Mathemata -- 3 Knowledge of Pathos: Knowledge of the Emotional and Physical Body -- References -- Pedagogical Tact: Reconstruction of a Bodily Moment of the Pedagogical Relationship -- 1 Topic -- 2 The Pedagogical Relationship -- 3 Tact as a Pedagogical Term -- 4 Pedagogical Tact as an Epistemological Term -- 5 The Ethics of Pedagogical Tact -- 6 Case Study -- 6.1 Formulating Interpretation -- 6.2 Reflective Interpretation and Type Formation -- 7 Summary and Outlook -- References -- Gestures in the Classroom -- 1 Introduction -- 2 Ritualised Gestures -- 3 Disruptive Gestures -- 4 Case Study -- 5 Conclusion -- References -- Vulnerability: A Basic Concept of Pedagogical Anthropology -- 1 Introduction -- 2 Historical Dimensions -- 2.1 A Modern Debate -- 3 The Century of Catastrophe -- 4 The Defenceless Subject -- 5 A Different Anthropology -- 6 Dimensions of Physical Susceptibility -- 7 Conclusion -- References -- Pedagogical Relationships as Relationships of Power -- 1 Perspectives on Power: From Property to Network -- 2 Incorporation as Disciplining and Educating Effect of Power Techniques. ; 3 Education as a Social-Magical Process of Habitus Transformation -- 4 Conclusion: Notes and Outlook on Character, Materiality, and Performativity of Pedagogical Authority -- References -- Part III: Body, Sociality and Learning -- The Performativity of Learning -- 1 Learning by Doing-Performativity of Learning -- 2 Entanglements: The Performativity of Learning With and From Others -- 3 Learning as a Physical Experience of the Other: Immersion into the Other Element -- References -- The Embodied Other: Mimetic-Empathic Encorporations -- 1 Introduction -- 2 The Other -- 3 The Desire of Body: Instincts and Feelings -- 4 The Expression of Body: The Somatic Understanding of the Other -- 5 The Incorporation of the Other -- 5.1 Body Techniques -- 5.2 Habitus -- 5.3 Introjection -- 5.4 Mimesis -- 6 Conclusion -- References -- The Embodiment of Gender in Childhood -- 1 Beyond Embodiment: Socialization as Boys or Girls -- 2 Generating Gender in Everyday Interactions -- 3 Embodiment of Gender Norms and Their Transgression -- 4 Embodying Multiple Differences and Debates About Intersectionality -- 5 New and Old Dimensions of Gender, Body and Embodiment: Vulnerability and Care in Childhood -- References -- The Adult-Child Co-existence: Asymmetry, Emotions, Upbringing -- 1 Introduction: Intergenerational Asymmetry and Overcoming the Subject-Centered Thinking -- 2 An Intriguing Talk: The Mutual Relatedness and the Asymmetric Concerns -- 3 Existential Anxiety: Care and Curiosity -- 4 A Primary Existential Task of Upbringing and Fairy Stories -- 5 Child's Anxiety and Adult's Patience -- 6 Conclusion: A Shared Joy-From Routine Talks to Teaching Settings -- References -- Alterity and Emotions: Heterogeneous Learning Conditions and Embodiment -- 1 Pedagogy, Culture and Equal Freedom -- 2 Egalitarian Difference and Uniqueness. ; 3 Uniqueness and Alterity -- 4 Hegemonic Discourses and 'the Differend' -- 5 Conclusions and Outlook -- References -- Part IV: Body, Space and Learning -- Movement and Touch: Why Bodies Matter -- 1 Movement: One of Modernity's Leading Concepts -- 2 Bodies in Crisis: Orders of the Body as Orders of Touch -- 3 Conclusion -- References -- Like Water Between One's Hands: Embodiment of Time and the Ephemeral of Dance -- 1 Introduction -- 2 The Ephemeral, Embodiment and Modern Arts -- 3 Ephemeral Bodies and Memory -- 4 Movement and Embodiment: The Ephemeral of Dance -- 5 Movement, Fluidity of Time and (Physical) Transformation -- References -- Materiality and Spatiality of Bodily Learning -- 1 'Transaction' and the Materiality of Learning -- 2 Spatiality and Temporality: A Multimodal Process -- 3 A Bodily Learning Task: Manoeuvring Chairs Through a Door -- 3.1 Multimodality and Videography Research -- 3.2 The Empirical Example: Bodily Learning in the Child Care Centre -- 4 Outlook -- References -- Body-Related Learning Processes in Museums -- 1 The Research Field: Children and Their Physical Access to Collection Objects -- 2 Contact Zones with Collection Objects -- 3 Example: Contact Zones in the Permanent Exhibition German History in Images and Artefacts at the German Historical Museum (DHM) -- 4 Prospects for Body-Based Processes of Learning About Objects in Museums -- 4.1 Open Coding: Physically Testing Out and Selecting Unfamiliar Objects According to Their Use -- 4.2 Open Coding: Approaching the Meanings of Objects via Everyday Experience -- References -- Part V: Body, Virtual Reality and Mindfulness -- Technical Mediation of Children's Onlife Worlds -- 1 Blurring Children's On- and Offline Worlds -- 2 Emilia with a Music-Making App -- 3 Jörg in Engagement with Virtual Reality and Immersive Technologies. ; 4 Outlook: Learning, Teaching and Schooling in Contemporary 'Onlife' Worlds -- References -- Creative and Artistic Learning in Post-digital Youth Culture: Results of a Qualitative Study on Transformations of Aesthetic Practices -- 1 Introduction -- 2 Research Design and Core Results -- 2.1 Ethnographic Research in Online Networks: Levels of Post-digital Transformations of Creative Practices -- 2.2 Group Discussions with Young People and Interviews with Experts in Cultural Education: The Digital as a Challenge -- 2.3 The BarCamp as a Network-Based Research Instrument: Performative Transgressions of Traditional Genre Boundaries in Digital and Post-digital Settings -- 2.3.1 Session Topics as Focus Metaphors: Transgressions of Traditional Boundaries of Cultural and Cultural Education Genres -- 2.3.2 Four (Ideal) Types of Implicit Collective (Post-) Digital Orientations -- 2.4 Case Studies: In-depth Analyses of Hybrid Creative Practices -- 3 Conclusion -- References -- Mind the Body: Mindfulness Meditation as a Spiritual Practice Between Neuroscience, Therapy and Self-awareness -- 1 General Aspects of Mindfulness -- 2 Cultural Studies Approaches -- 3 Meditation as a Body Technique, Connection to Neuroscience -- 4 Thich Nhat Hanh: Mindfulness and Interbeing -- 5 Jon Kabat-Zinn: Mindfulness as Therapeutic Buddhism -- 6 Mind and Body -- 7 Conclusion -- References -- Part VI: Classroom Practices -- The Role of Bodily Experience for Learning Designs -- 1 The Role of the Body for Learning -- 1.1 The Body and the Soul-And the Question of Social and Individual Discipline -- 1.2 Knowledge and Knowing -- 2 Theoretic and Practical Knowledge -- 3 Designs for and in Learning -- 3.1 Designs in Learning -- 3.2 Sketching as Transformation and Transduction of Information -- 4 Designs for Learning-Conclusive Remarks -- References. ; Mathematics Learning: Structured Ways of Moving With.
• Titolo autorizzato: The Palgrave handbook of embodiment and learning
• ISBN: 3-030-93001-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910634046203321
• Lo trovi qui: Univ. Federico II