ERIC Number: ED462550
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Somatic/Embodied Learning and Adult Education. Trends and Issues Alert.
A somatic approach to education implies education that trusts individuals to learn from and listen to the information they are receiving from the interaction of self with the environment. Somatic or embodied knowing is experiential knowledge that involves senses, perceptions, and mind-body action and reaction. Western culture has been dominated by the separation of cognitive knowledge from embodied knowledge and the distrust of bodily knowing. Recent developments in mind-body research and feminist and postmodernist discourse have turned adult educators' attention to somatic learning. Issues arising from the somatic approach to adult education include the following: (1) recognition of the body as a source of knowledge; (2) empowerment/resistance to dominant culture; and (3) a means of developing empathy and respecting diversity. Two paths for adult education have been identified. The first is the embodied way, in which a more holistic approach to curriculum development, teaching, learning, and research brings the body back into educational theory and practice. The second is the Body Project, which recognizes the body's place in the classroom and the ways in which classrooms, teachers, learners, and institutions construct the body as gendered, raced, diseased, disabled, and sexually oriented. (An annotated list of 27 resources constitutes approximately 80% of this document.) (MN)
Descriptors: Adoption (Ideas), Adult Education, Adult Educators, Adult Learning, Body Image, Cognitive Processes, Definitions, Educational Environment, Educational Principles, Educational Research, Educational Resources, Educational Theories, Educational Trends, Empathy, Experiential Learning, Feminism, Guidelines, Holistic Approach, Learning Processes, Learning Theories, Literature Reviews, Postmodernism, Postsecondary Education, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship, Transformative Learning, Trend Analysis, Womens Education
For full text: http://www.ericacve.org/pubs.asp.
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.