Knowing Bodies, Moving Minds Towards Embodied Teaching and Learning
This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts
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Landscapes: The Arts, Aesthetics, and Education VOLUME3
SERIES EDITOR Liora Bresler, University 0/ Illinois at Urbana-Champaign, U.S.A.
EDITORIAL BOARD Magne Espeland, Stord University, Norway Eve Harwood, University 0/ Illinois at Urbana-Champaign, US.A. Minette Mans, University 0/ Namibia Bo Wah Leung ,The Hong Kong Institute 0/ Education Gary McPherson, University 0/ New South Wales, Australia Christine Thompson, Pennsylvania State University, US.A Francois Tochon, University o/Wisconsin-Madison, US.A.
SCOPE This series aims to provide conceptual and empirical research in arts education, (induding music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modem paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to leaming, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as weIl as related disciplines - induding philosophy, sociology, anthropology and psychology of arts education.
The titles published in this se ries are listed at the end o/this volume.
KNOWING BODIES, MOVING MINDS Towards Embodied Teaching and Learning Edited by
Liora Bresler University 01 Illinois, Urbana-Champaign, U.S.A.
Springer Science+Business Media, B.V.
A c.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-1-4020-2022-3 ISBN 978-1-4020-2023-0 (eBook) DOI 10.1007/978-1-4020-2023-0
Printed on acid-free paper
All Rights Reserved © 2004 Springer Science+Business Media Dordrecht Softcover reprint ofthe hardcover 1st edition 2004 Originally published by Kluwer Academic Publishers in 2004. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Acknowledgements .............................................................................................. vii Endorsements ......................................................................................................... ix Biography ............................................................................................................... xi Foreword: Alma Gottlieb ..................................................................................................... I Prelude: Liora Bresler. ...................................................................................................... 7 SECTION 1: Cultural and Philosophical Contexts for Embodied Knowledge in Education 1.
Education and the Philosophy ofthe Body: Bodies ofKnowledge and Knowledges ofthe Body, Michael Peters ............................................... l3
2.
Cognition and the Body: Perspectives from Music
