NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108478
Record Type: Journal
Publication Date: 2016-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1751-2271
The Embodied Narrative Nature of Learning: Nurture in School
Delafield-Butt, Jonathan T.; Adie, Jillian
Mind, Brain, and Education, v10 n2 p117-131 Jun 2016
Learning is participatory and embodied. It requires active participation from both teacher and learner to come together to co-create shared projects of discovery that allow meaning to unfold and develop between them. This article advances theory on the intersubjective and embodied nature of cognition and meaning-making as constituted by co-created narrative units. Learning within embodied narrative episodes incorporate affective, energetic, and intentional components to produce schemas of engagement that structure knowledge and become units held in memory. We examine two cases of nonverbal narrative patterns of engagement between teacher and child within Nurture Group practice, a special pedagogy that attunes to the affects and interests of children. Analysis of these cases reveal patterns that established shared rhythm, affect, and body movement between teacher and child, which, on completion, generated shared joy and learning. Thus, we identify an embodied, co-created narrative structure of embodied cognition essential for learning and participatory meaning-making.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A