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001451790 001__ 1451790
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001451790 019__ $$a1354206461
001451790 020__ $$a9783030930011$$q(electronic bk.)
001451790 020__ $$a3030930017$$q(electronic bk.)
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001451790 0247_ $$a10.1007/978-3-030-93001-1$$2doi
001451790 035__ $$aSP(OCoLC)1353837630
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001451790 049__ $$aISEA
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001451790 08204 $$a370.1$$223/eng/20221229
001451790 24504 $$aThe Palgrave handbook of embodiment and learning /$$cAnja Kraus, Christoph Wulf, editors.
001451790 264_1 $$aSingapore :$$bPalgrave Macmillan,$$c[2022]
001451790 264_4 $$c©2022
001451790 300__ $$a1 online resource (xxi, 598 pages) :$$billustrations
001451790 336__ $$atext$$btxt$$2rdacontent
001451790 337__ $$acomputer$$bc$$2rdamedia
001451790 338__ $$aonline resource$$bcr$$2rdacarrier
001451790 504__ $$aReferences -- The Antinomies of Pedagogy and Aporias of Embodiment: A Historical and Phenomenological Investigation -- 1 Introduction: The Antinomies of Pedagogy -- 2 The Aporias of Embodiment -- 3 Pedagogy and the Body: A Video Example -- 4 Conclusion: A Fissured Intertwining -- References -- Embodied Cognition: A Methodological and Pedagogical Interpretation -- 1 Regarding a New Research Field and Its Significance for Education -- 2 What Special Learning Experiences Does Embodied Cognition Make Possible? -- References -- Part II: The Pedagogical Relationship and Professionalism
001451790 504__ $$aReferences
001451790 5050_ $$aIntro -- Contents -- Notes on Contributors -- List of Figures -- Introduction: Embodiment-A Challenge for Learning and Education -- 1 Historical Perspectives -- 2 Continental Educational Science and Educational Anthropology -- 3 Learners as Human Beings -- 4 Corporeality and Senses -- 5 Performativity -- 6 Mimetic Processes -- 7 Imagination -- 8 Emotions -- 9 Tacit Knowledge -- 10 The Structure of the Handbook -- References -- Part I: Philosophical and Historical Underpinnings -- Promoting Embodiment Through Education in the Anthropocene -- 1 Introduction
001451790 5058_ $$a2 When Politics Separates and Confines Bodies -- 3 A Regression of the Experience of Bodily Interaction -- 4 Restoring a Bodily Experience of the Living World: Promoting Embodiment Through Education in the Anthropocene, Against the Backdrop of Enlivenment -- 5 Conclusion -- References -- Embodiment Through Mimetic Learning -- 1 Social Learning and Culture -- 2 Mirror Neurons -- 3 Anthropological Approaches -- 4 Mimesis as a Concept of Historical Anthropology -- 5 Mimesis as Creative Imitation -- 6 Mimesis and Performativity -- 7 Aesthetic Experience in Mimetic Processes
001451790 5058_ $$a8 How Mimetic Processes Create the Imaginary -- 9 Mimetically Acquired Practical Knowledge -- 10 How Mimesis Can Lead to Violence -- 11 Summary and Outlook -- References -- Awareness as a Challenge: Learning Through Our Bodies on a Planet in Crisis -- References -- Building Blocks of a Historical Overview of 'Tacit Knowledge' -- 1 Introduction: (Re-)Turning to Tacit Knowledge -- 2 Tacit Knowledge in Diverse Disciplines -- 2.1 Philosophy -- 2.2 Psychology/Social Learning Theory -- 2.3 Sociology -- 3 In Conclusion: Speaking for Silent Knowledge in Current Sociological Practice Theories
001451790 5058_ $$aKnowledge of Pathos -- 1 Touch the World/Touch Life -- 2 Those Who Have Suffered, Have Learned: Ta Pathemata Mathemata -- 3 Knowledge of Pathos: Knowledge of the Emotional and Physical Body -- References -- Pedagogical Tact: Reconstruction of a Bodily Moment of the Pedagogical Relationship -- 1 Topic -- 2 The Pedagogical Relationship -- 3 Tact as a Pedagogical Term -- 4 Pedagogical Tact as an Epistemological Term -- 5 The Ethics of Pedagogical Tact -- 6 Case Study -- 6.1 Formulating Interpretation -- 6.2 Reflective Interpretation and Type Formation -- 7 Summary and Outlook
001451790 506__ $$aAccess limited to authorized users.
001451790 520__ $$aThis handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of tact as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teachers capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners. It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.
001451790 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed December 29, 2022).
001451790 650_0 $$aEducation$$xPhilosophy.
001451790 650_0 $$aLearning.
001451790 650_0 $$aEducational psychology.
001451790 650_0 $$aLearning, Psychology of.
001451790 650_0 $$aHuman body in education.
001451790 655_0 $$aElectronic books.
001451790 7001_ $$aKraus, Anja,$$eeditor.
001451790 7001_ $$aWulf, Christoph,$$d1944-$$eeditor.
001451790 77608 $$iPrint version:$$z3030930009$$z9783030930004$$w(OCoLC)1285558036
001451790 852__ $$bebk
001451790 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-93001-1$$zOnline Access$$91397441.1
001451790 909CO $$ooai:library.usi.edu:1451790$$pGLOBAL_SET
001451790 980__ $$aBIB
001451790 980__ $$aEBOOK
001451790 982__ $$aEbook
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