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The Role of Bodily Experience for Learning Designs

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The Palgrave Handbook of Embodiment and Learning

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Abstract

In the European history of ideas we see a long and strong tradition concerning the division between the body and the soul, or in a more modern form, between the body and consciousness. In educational contexts, the discipline of the body has been seen as a prerequisite for the development of theoretical knowledge. Practical knowledge, on the other hand, has had a somewhat lower status, with a focus on sports, music, arts, and vocational education. In this chapter, this division between theory and practice is critically discussed in order to establish a more up-to-date understanding of learning designs.

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Notes

  1. 1.

    ‘Transformation’ is a change of representations within the same modes and medium (as text to text), whilst ‘transduction’ is a change of representation between modes and media (as text to film; Kress, 2010).

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Authors and Affiliations

  1. Stockholm University, Stockholm, Sweden

    Staffan Selander

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  1. Staffan Selander
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Correspondence to Staffan Selander .

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Editors and Affiliations

  1. Department of Teaching and Learning (Ämnesdidaktik), Stockholms universitet, Stockholm, Sweden

    Anja Kraus

  2. Anthropology and Education, Freie Universität Berlin, Berlin, Germany

    Christoph Wulf

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Selander, S. (2022). The Role of Bodily Experience for Learning Designs. In: Kraus, A., Wulf, C. (eds) The Palgrave Handbook of Embodiment and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-93001-1_25

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  • DOI: https://doi.org/10.1007/978-3-030-93001-1_25

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