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Группа авторов. Learning Bodies
Introduction
Research in learning and body
Non-certainty: Dé-/collage – Invitations to the reader
Presentation of the chapters
The knowing body (part one)
The encultured body (part two)
The educated body (part three)
References
Chapter 1. Embodiment, corporeality and neuroscience
Thought experiments. Knowledge of execution
Knowledge of sensation
Is the body dispensable?
The body transplant – mismatch between sensing and execution
The argument from the perspective of bodily construction
The argument from the perspective of delegation of knowledge
The argument from the perspective of evolution
Interactional and contributory experts
The imperative of body and reality
Empirical experiments. The case of mental transformations
The case of semantics
Discussion
References
Chapter 2. Learning in the light of the first-person approach
Introduction
The first-person perspective
What is the first-person perspective?
How do we gain access to first-person accounts?
The lived body as the basis for experience and perception
The first-person perspective as a motivational aspect of situated action
Conclusion
References
Chapter 3. Body, emotions and learning
Body and emotions
Classical theories
Damasio’s theory of emotions
Interoception and the body
Critique of the idea that the body is basis for emotions
Emotions and learning
Body states and decision-making
Critique of the idea that body states are a foundation for decision-making
Other relevant studies relating the body to thought and behaviour
Conclusion: About the body, emotions and learning
References
Chapter 4. Sweethearts – The body as a learning subject
Theorizing the body
The sexed and gendered body
Analytical strategies
Positioning oneself as a body in different room(s)
Sweethearts
Troubling the sweetheart storyline
Further reading of the story
Ending
References
Chapter 5. Exploring body-anchored and experience-based learning in a community of practice
Introduction
Fundamentals for body-anchored and experiential based learning
The present moment
Epoché
The intentional perspective
Meaning making
Body-anchored and experience-based learning as being embedded in the community of practice
Body-anchored and experience-based learning as part of a culture of narratives
Conclusion
References
Chapter 6. Where the ordinary ends and the extreme begins – aesthetics and masculinities among young men
Introduction
Issues raised and data material used
Blurring body dichotomies. The individualized/massificated body
The masculine/feminine body
The natural/cultural body
Fitness practices: Balancing aesthetics. Balanced and unbalanced fitness practices
Bad fitness identities 1: the bodybuilder
Bad fitness identities 2: the fat guys
The point of balance 1: the ballet dancer
The point of balance 2: an appropriate aesthetic reconstruction of the self
A competent reconstruction of a competent self
Clothing practices: Mass cultural aesthetics threatening the individual self. Lack of balance is lack of individuality
Is there really an individual self outside the clothing aesthetics?
A continuous battle for the individual self
The individual self: running from femininity
Individuality and masculinity in feminizing mass cultural aesthetics: What difference does the corporeal make? No escape from femininity
A matter of corporeality?
Dissolving the boundaries of corporeality
Corporeality is more than discourse
Old discourses are losing ground – but are still there!
Conclusion
References
Chapter 7. Corporeality, exercise, mental health and mental disorders
Mental health and mental disorders. Terminology
Prevalence and treatment
Corporeality as a prerequisite of mental health
Human corporeality and learning
Physical fitness among patients with mental disorders
Self-perception and self-esteem
Emotions, mood, well-being and quality of life
Stress
Prevention of mental disorders
Exercise as treatment of mental disorders. Depression
Anxiety
Substance abuse and dependence
Eating disorders
Other disorders
Corporeality as a source for mental health: Hypotheses about mechanisms
Exercise treatment. The dose response issue
Various forms of exercise
Single session studies
Negative effects associated with excessive exercise
Methodological considerations in intervention studies
Discussion of intervention studies
Limitations of RCT studies
Clinical implications
Population perspective on health care
Recommendations for future research
References
Chapter 8. Cultural body learning – the social designation of code-curricula
The meaning of artefacts
Cultural codes
Vianna
Two Curricula
Learning through bodily reactions
Concluding remarks
References
Chapter 9. aches to enhance body-anchored and experience-based learning
Introduction
Learning from the first-person perspective
Focusing
Perceptual attention training
Being in the rhythm
Intentional orientation
Becoming aware of the embodied intentional dialogue
Relating to affordances in the environment
Bodily and experience-based learning as integrated in the community of practice
Choice of setting or learning context
Character of the working task
Forming and developing narratives based on practice
Conclusion
References
Chapter 10. Embodied learning in movement1
Body phenomenology
Three different accounts of the body
The body inhabits space and time
The body in movements
Sport
A Body Culture Model
Achievement Model
Health Model
Body Experience Model
The body phenomenological approach to sport and disability
Expressive movements
Who is moving my body?
Concluding comments
References
Chapter 11. The body as narrator
Who am I who own the memory?
The Purpose of the Inquiry
In retrospect
Revisiting
That which has appeared. 1st Sequence – the first impression
2nd Sequence
3rd Sequence – Run in a hula–hoop
4th Sequence – Exercise with a ball
5th Sequence – High Jump
A Change of Relations?
Mohammed as a participant in a ‘community of practice’ of physical education
Mutual engagement
Body expression forms – and body discourses
The Meaning and Importance of Visibility
Summing up, with pedagogical and psychological perspectives
Research perspective
References
Chapter 12. Movement analyses and identification of learning processes
Introduction
Embodied knowledge in the institution
To learn by doing and being like the others
Tobias and the drinking cup
A Sense of What Has to Be Done: A Practical Sense
Mimetic learning
Pedagogical considerations
Body-anchored cognition: Reasoning and conceptualisation about one’s own body
Katrine is dancing
Body schema and Body image
Pedagogical reflection
Embodied emotions
Voice and music as lyrical poetry
About Affect Attunement and Vitality Affects
Pedagogical reflections
Final remarks
References
Chapter 13. Body bildung – an essay about learning and corporeality
Body, corporeality and learning
Body, corporeality, experience and learning – a “Bildung space” of opportunities and uncertainty
Building ‘Creative Partnerships’ in practice, an exemplification of the model
History, Culture, Society
Situation, Context
Performance/Appearance and Identity/Personality
Social
Emotional
Cognitive
Sensory-motor
Biological
Conclusion
References
Post Scriptum – On ‘Learning bodies’
Summary
Introduction
The mirror neuron case
Involvement in bodily learning – capability of imitation
Explanatory limitations
Adding perspectives
Considering a ‘being of the world’
Concluding remarks
References
Contributors
