Learning to make sense

Interdisciplinary Perspectives on Sensory Education and Embodied Enculturation

Datos Bibliográficos

ID4364792
AutoresGeert Thyssen (Liverpool John Moores University, autor de correspondencia), Ian Grosvenor (0000-0001-8557-1272, University of Birmingham)
Año2019
Volumen14
Número2
Páginas119-130
Fecha de publicación2019-05-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Senses and Society (JOURNAL)
Identificadores de la revistaISSN: 1745-8927 • E-ISSN: 1745-8935
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17458927.2019.1621487
OpenAlexW2955144870
IdiomaEN
Citas recibidas17
Referencias citadas48

In this introductory essay we examine through a ‘temporally inflected lens’ some of the complex entanglements of learning, senses, and sense making; body-sensory experience and practice; and culture and society. We thereby aim to bring into dialogue inter-/multisensorial approaches to education as a project and praxis and processes of ‘enculturation’, which have always, in one way or the other, involved ‘embodied’ learning (and imaginaries thereof), rather than mere ‘mental processing’. We first situate the ‘turn’ to the senses, across a range of disciplinary fields, brought on by a growing interest in ‘modes of meaning-making’, including the visual, aural, audio-visual, material, bodily, and spatial. Secondly, we investigate the explanatory potential of enculturation and embodiment as seemingly entangled notions. From this, we derive the concept of ‘embodied enculturation’ for the study of situated, historical entanglements of sensory learning and education. We link this proposed research paradigm to incisive scholarship on ‘cultural learning’ through sensorial lenses, after which we tease out six key questions or concerns emerging from a review of relevant, recent research. These key concerns help to contextualize state-of-the-art ‘sensuous education scholarship’ introduced in the final section of the article and elaborated further in the ensuing contributions to this special issue

Aesthetics · Art · Cognitive science · Discipline · Embodied cognition · Enculturation · Epistemology · Meaning (existential · Pedagogy · Scholarship · Situated · Social science · Sociology · Computer Science · Educational Environments and Student Outcomes · Philosophy · Posthumanist Ethics and Activism · Psychology · Visual Culture and Art Theory