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Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy

Innovative Higher Education volume 40, pages 331–344 (2015)Cite this article

Abstract

Traditional pedagogy divides mind and body into a dichotomy that regards the body as little more than a subordinate instrument in service to the mind. Embodied pedagogy joins body and mind in a physical and mental act of knowledge construction. In this article we offer an integration of extant literature analyzing isolated applications of embodied pedagogy into a holistic curricular vision. We employ a constructivist lens informed by the socially situated perspectives of critical pedagogy. Our exploration reveals shared salient characteristics that bridge disparate disciplines in the implementation of embodied pedagogy. Based on our analysis of these characteristics, we offer actionable steps to realize a curriculum integrating embodied pedagogy.

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Authors and Affiliations

  1. Higher, Adult and Lifelong Education, Michigan State University, 620 Farm Lane Rd., Rm. 140, East Lansing, MI, 48824, USA

    David J. Nguyen & Jay B. Larson

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  1. David J. Nguyen
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  2. Jay B. Larson
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Correspondence to David J. Nguyen.

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Nguyen, D.J., Larson, J.B. Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy. Innov High Educ 40, 331–344 (2015). https://doi.org/10.1007/s10755-015-9319-6

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  • DOI: https://doi.org/10.1007/s10755-015-9319-6

Keywords

  • embodied pedagogy
  • somatic learning
  • curriculum
  • teaching & learning
  • classroom engagement