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ERIC Number: EJ942234
Record Type: Journal
Publication Date: 2005-Oct
Pages: 26
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-0013-1857
Embodied Knowing in Online Environments
Dall'Alba, Gloria; Barnacle, Robyn
Educational Philosophy and Theory, v37 n5 p719-744 Oct 2005
In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into various "knowledges", and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know. In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A