Gut Instinct
The body and learning
Bibliographic Data
| ID | 8856845 |
|---|---|
| Authors | Robyn Barnacle (0000-0002-5277-0918, a RMIT University, Melbourne, corresponding author) |
| Year | 2009 |
| Volume | 41 |
| Issue | 1 |
| Pages | 22-33 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2008.00473.x |
| OpenAlex | W2007603543 |
| Language | EN |
| Citations received | 14 |
| References cited | 10 |
In the current socio‐political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re‐thinking the nature of mind‐body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind‐body relations. Elizabeth Wilson's account of the role of the gut in psychological processes suggests a far less hierarchical relation between brain and body than rationalism allows. Such insights are also supported by recent phenomenological inquiries into cognition and the body. My question is, what implications do these insights have for how the nature of embodiment is understood, and, by extension, learning? This paper explores how informal, non‐cognitive modes of knowing, or of engaging with the world, inform learning in higher education contexts. More specifically, it raises the question of what role non‐cognitive modes of engagement, such as sensibility, have in augmenting, enabling or delimiting the learning process
Cognition · Cognitive science · Dialogical self · Epistemology · Holism · Instinct · Mind–body problem · Politics · Rationalism · Relation (database · Scholarship · Sensibility · Sociology · Embodied and Extended Cognition · Empathy and Medical Education · Phenomenology and Existential Philosophy · Philosophy · Psychology
“Inner Engineering” for success—A complementary approach to positive education
Poetry and Motion
Gut as Teacher
Against sedentary school environment
The Dimension of the Body in Higher Education
Diagrams of Intensity
Rituals of ultimacy
Bodily grounds of learning
Tug‐o‐where
How Do We ‘See’ Occupations? An Examination of Visual Research Methodologies in the Study of Human Occupation
Normalizing catastrophe
Food as Touch/Touching the Food
Bodily-awareness-in-reflection
Bodies in narratives of doctoral students' learning and experience
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,88 |
| Citation span | 2010 - 2024 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |