Principles for embodied learning approaches

Abstract

To be human implies to be a continuous and constant bodied being situated within an environment. The fluid interrelationship between the bodied being and the environment culminates in a multimodal bodymind. It is this bodymindedness that calls for embodied pedagogies. A significant scholarly discourse argues for, and underlines, the importance of embodied learning. Embodiment is defined in this article as ‘the deliberate and mindful simultaneous bodyminded engagement of the self with both the inner and outer environments.’ Embodied learning is argued to be ‘the deliberate use and recognition of multimodal bodymind activities and strategies to facilitate shifts in perspectives, perceptions, paradigms, behaviour and actions.’ This article begs the question: On what principles do pedagogues from different fields design embodied learning strategies? Nine principles of embodied learning are provided. The author argues that these principles form the bedrock for decision-making when designing embodied learning strategies.

Keywords:

• embodied learning
• embodied pedagogies
• multimodal bodymind
• principles

ORCID

Marth Munro http://orcid.org/0000-0001-9065-8591

Notes

1. This article is based on a paper that was presented at the Arts Cluster's Embodied Knowledges and Embodied Pedagogies Colloquium, 18 January 2016.

2. See Hackney (2002, p. 9).

3. I acknowledge the valuable input of my colleague Morné Steyn (University of Pretoria), fellow Lessac Kinesensics Master teacher Prof Deborah Kinghorn (University of New Hampshire), and the ever-critical comments of Prof Allan Munro (Vaal University of Technology). I also give credit to my various doctoral and master students who engaged with notions of embodied learning in their research projects.

Additional information

Funding

This article is based on research supported by the National Research Foundation (NRF) of South Africa: N00421 (UID) 85837. The grant holder, Prof M. Munro, acknowledges that the opinions, findings and conclusions or recommendations expressed in this article are her own, and that the NRF accepts no liability whatsoever in this regard.