FocusUnderstanding biological bodies as integrations of mental and physical
- Knowledge is … scope of possible actions and interpretations
- Knowing is … appropriate functioning
- Learner is … a bodied agent
- Learning is … selecting, blending, and refining possibilities
- Teaching is … designing experiences (orienting, juxtaposing)
SynopsisEmbodiment Discourses is a sub-category of Coherence Discourses. It is an umbrella term that reaches across perspectives on learning that refuse a separation of mind and body. Rather, mental and physical are understood as integrated and inseparable aspects of one’s being. Phrased differently, behaviors are not seen as goals or indications of learning, but as integral elements of learning. Embodiment Discourses typically are oriented to adequacy and assume evolutionary dynamics, as exemplified by principles that include:
- Satisficing (Herbert A. Simon, 1950s) – a portmanteau of “satisfying” and “sufficing,” referring to a mode of operating that is based on “being fit” within a context (e.g., sufficient, good enough, collaborating/cohabiting with) rather than “being fittest” (e.g., optimal, most capable, eradicating competition)
CommentaryDifferent Embodiment Discourses attend to, grapple with, and prompt different issues – and so it doesn’t make much sense to attempt a general commentary. There are few robust criticisms of Embodiment Discourses, as most negative remarks are anchored to deep-seated metaphysical assumptions that rely on such dichotomies as mental/physical, thought/action, and internal/external.
Please cite this article as:
Davis, B., & Francis, K. (2022). “Embodiment Discourses” in Discourses on Learning in Education. https://learningdiscourses.com.
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