Enfleshing Embodiment: ‘Falling into trust’ with the body's role in teaching and learning

Item Type Journal Article Author Margaret Macintyre Latta Author Gayle Buck URL https://doi.org/10.1111/j.1469-5812.2007.00333.x Volume 40 Issue 2 Pages 315-329 Publication Educational Philosophy and Theory ISSN 0013-1857 Date 2008-01-01 Extra Publisher: Routledge _eprint: https://doi.org/10.1111/j.1469-5812.2007.00333.x DOI 10.1111/j.1469-5812.2007.00333.x Accessed 2024-12-09 17:54:55 Library Catalog Taylor and Francis+NEJM Abstract Embodiment as a compelling way to rethink the nature of teaching and learning asks participants to see fundamentally what is at stake within teaching/learning situations, encountering ourselves and our relations to others/otherness. Drawing predominantly on the thinking of John Dewey and Maurice Merleau‐Ponty the body's role within teaching and learning is enfleshed through the concrete experiences of one middle‐school science teacher attempting to teach for greater student inquiry. Personal, embodied understandings of the lived terms of inquiry enable the science teacher to seek out the lived terms of inquiry in her classroom alongside students. Theories are taken up as working notions for the teacher to examine as philosophical/theoretical/pragmatic processes to be worked with, and concomitantly, working as dynamic practice at the core of the teacher's thinking and experiences. The theory/practice conjuncture of inquiry is thus enfleshed, gaining embodied understandings. Embodiment as the medium enhancing comprehension is evidenced as holding worthy implications for teacher education. Teacher education must fall into trust with the body's role in teaching and learning. Short Title Enfleshing Embodiment