This volume has explored embodied knowing in formal and informal education, including the university classroom, the workplace, the health professions, and the community. Educators considered the role of intuition, theater, dance, yoga, and outdoor education activities as forms of embodied learning. While the contexts of education were different,…

Intuitive knowing is one of the most complex and misunderstood ways of knowing. It is difficult to put into words and verbalize. Intuition is spontaneous, heart-centered, free, adventurous, imaginative, playful, nonsequential, and nonlinear. People access intuitive knowledge through dreams, symbols, artwork, dance, yoga, meditation, contemplation,…

This article looks at the ways in which people learn informally through artistic expression such as dance, drama, poetry, music, literature, film, and all of the visual arts and how people access this learning through their emotions. The author begins with a look at the limitations of relying primarily on technical-rational learning processes.…

Traditional forms of teaching and learning based on textual forms of representation and rational thought may limit how we perceive our world. Artistic forms of expression and their implications for adult education are discussed.

The final chapter highlights five themes that thread through this volume: awareness of self, awareness of others, community building, social action, and art as a context for learning.

Cohort groups in adult and higher education develop skills in communicating, accountability, respect, conflict resolution, and commitment. Through collaborative and experiential learning, learning cohorts foster the development of collective knowledge. (Contains 14 references.) (SK)