Gut instinct: The body and learning

Barnacle, R 2009, 'Gut instinct: The body and learning', Educational Philosophy and Theory, vol. 41, no. 1, pp. 22-33.


Document type: Journal Article
Collection: Journal Articles

Title Gut instinct: The body and learning
Author(s) Barnacle, R
Year 2009
Journal name Educational Philosophy and Theory
Volume number 41
Issue number 1
Start page 22
End page 33
Total pages 12
Publisher Wiley-Blackwell Publishing Ltd.
Abstract 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.
Keyword(s) mind-body relations
embodiment
learning
phenomenology
physiology
DOI - identifier 10.1111/j.1469-5812.2008.00473.x
Copyright notice © 2009 Philosophy of Education Society of Australasia
ISSN 0013-1857
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