Practicing Embodied Thinking in Research and Learning
This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dim...
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| Format: | Online |
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| Language: | English |
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Taylor & Francis
2024
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| Online Access: | ONIX_20240909_9781040125823_21 |
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| description | This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry. The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin’s philosophical work on felt understanding, and Francesco Varela’s enactivist approach, contributors explore innovative embodied thinking methods such as Focusing, Thinking at the Edge, micro-phenomenology, and mindfulness practices. They demonstrate the practical applications of these methods in research, teaching, and learning, highlighting their liberating and empowering potential for researchers and students. In an age marked by information overload and societal polarisation, methods of embodied thinking provide an innovative edge to critique, complementing more traditional approaches to critical thinking with listening skills and reflexive care. This book shows how heeding the essential, yet often overlooked, embodied grounds of critical and creative thinking can deepen and strengthen each of research, teaching, and learning. It will interest philosophers of education and educators in higher education in particular, as well as researchers and postgraduate students from philosophy, and the cognitive and social sciences, who are curious about how embodied thinking can enrich research, teaching, and learning. |
| format | Online |
| id | doab-20.500.12854ir-143909 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1439092025-07-21T15:44:36Z Practicing Embodied Thinking in Research and Learning Schoeller, Donata Thorgeirsdottir, Sigridur Walkerden, Greg ECT Embodied Critical Thinking cognition Eugene Gendlin Kant Gendlin’s embodied theory of meaning Gendlin’s philosophical exercises pre-verbal experiential dimension Embodied experiential ground embodied thinking practices 4EA Embodied Embedded Enactive Extended phenomenological methods contemplative approaches rationalist argumentation social critical thinking J. Dewey ideals of higher education basic phenomenological moves Baumgarten aesthetics of thinking Thinking at the Edge thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry. The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin’s philosophical work on felt understanding, and Francesco Varela’s enactivist approach, contributors explore innovative embodied thinking methods such as Focusing, Thinking at the Edge, micro-phenomenology, and mindfulness practices. They demonstrate the practical applications of these methods in research, teaching, and learning, highlighting their liberating and empowering potential for researchers and students. In an age marked by information overload and societal polarisation, methods of embodied thinking provide an innovative edge to critique, complementing more traditional approaches to critical thinking with listening skills and reflexive care. This book shows how heeding the essential, yet often overlooked, embodied grounds of critical and creative thinking can deepen and strengthen each of research, teaching, and learning. It will interest philosophers of education and educators in higher education in particular, as well as researchers and postgraduate students from philosophy, and the cognitive and social sciences, who are curious about how embodied thinking can enrich research, teaching, and learning. 2024-09-10T04:37:37Z 2024-09-10T04:37:37Z 2024-09-09T15:04:59Z 2025 book ONIX_20240909_9781040125823_21 https://library.oapen.org/handle/20.500.12657/93073 9781040125823 9781003397939 9781032498720 9781040125854 https://directory.doabooks.org/handle/20.500.12854/143909 eng Routledge International Studies in the Philosophy of Education open access image/jpeg image/jpeg n/a n/a https://library.oapen.org/bitstream/20.500.12657/93073/1/9781040125823.pdf https://library.oapen.org/bitstream/20.500.12657/93073/1/9781040125823.pdf Taylor & Francis Routledge 10.4324/9781003397939 10.4324/9781003397939 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 9781040125823 9781003397939 9781032498720 9781040125854 Routledge 246 Oxford open access |
| spellingShingle | ECT Embodied Critical Thinking cognition Eugene Gendlin Kant Gendlin’s embodied theory of meaning Gendlin’s philosophical exercises pre-verbal experiential dimension Embodied experiential ground embodied thinking practices 4EA Embodied Embedded Enactive Extended phenomenological methods contemplative approaches rationalist argumentation social critical thinking J. Dewey ideals of higher education basic phenomenological moves Baumgarten aesthetics of thinking Thinking at the Edge thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education Practicing Embodied Thinking in Research and Learning |
| title | Practicing Embodied Thinking in Research and Learning |
| title_full | Practicing Embodied Thinking in Research and Learning |
| title_fullStr | Practicing Embodied Thinking in Research and Learning |
| title_full_unstemmed | Practicing Embodied Thinking in Research and Learning |
| title_short | Practicing Embodied Thinking in Research and Learning |
| title_sort | practicing embodied thinking in research and learning |
| topic | ECT Embodied Critical Thinking cognition Eugene Gendlin Kant Gendlin’s embodied theory of meaning Gendlin’s philosophical exercises pre-verbal experiential dimension Embodied experiential ground embodied thinking practices 4EA Embodied Embedded Enactive Extended phenomenological methods contemplative approaches rationalist argumentation social critical thinking J. Dewey ideals of higher education basic phenomenological moves Baumgarten aesthetics of thinking Thinking at the Edge thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education |
| topic_facet | ECT Embodied Critical Thinking cognition Eugene Gendlin Kant Gendlin’s embodied theory of meaning Gendlin’s philosophical exercises pre-verbal experiential dimension Embodied experiential ground embodied thinking practices 4EA Embodied Embedded Enactive Extended phenomenological methods contemplative approaches rationalist argumentation social critical thinking J. Dewey ideals of higher education basic phenomenological moves Baumgarten aesthetics of thinking Thinking at the Edge thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education::JNAM Moral and social purpose of education |
| url | ONIX_20240909_9781040125823_21 |