Editorial

Abstract

This special issue on embodied making and learning is dedicated to aspects of embodied cognition that goes on in the field of art, craft and design. The contributors to this issue were invited from the Embodied Making and Learning (EMAL) research group at the University of South-Eastern Norway, where aspects of learning in creative practices have been studied from many different angles throughout the institutions nearly 80 years existence, and amplified since the formation of the group in 2014. With its 50 members, divided into five thematic clusters related to embodied making and learning, this research group is one of the largest in the field. It involves both experienced and early career researchers, as well as experienced university teachers, from several disciplines.

Editor-in-chief’s Editorial. Full conference proceedings – for the first time in FormAkademisk

“…The special issue editorial team consisted of Theodor Barth, Arild Berg, Karen Braenne, Karen Disen, and Nina Scott Frisch (Barth, 2018). Design and cultural diversity was the theme for a special issue edited by Astrid Skjerven, Richard Daly, Liv Lande, and Janne B. Reitan (Skjerven, 2019), and in 2020, the Embodied making and learning (EMAL) research group at the University of South-Eastern Norway published a special issue of articles written by the members of the research group (Groth et al, 2020). Also, in 2020, the strategic lighthouse project at the Faculty of Technology, Art, and Design at OsloMet; Didaktikk for teknologi, design og innovasjon [Education for Technology, Design, and Innovation] (2016-2020), published the first of two special issues, Education for new practice I: Technology, design, and sustainability across professions, and the special issue editorial team consisted of Liv Merete Nielsen, Arild Berg, Peter Haakonsen, Marius Lysebo, and Eva Lutnaes (2020).…”