2009
DOI: 10.1111/j.1467-9647.2009.00507.x
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Embodying Learning: Post‐Cartesian Pedagogy and the Academic Study of Religion

Abstract: This paper explores the concept and practice of "embodied pedagogy" as an alternative to the Cartesian approach to knowledge that is tacitly embedded in traditional modes of teaching and learning about religion. My analysis highlights a class I co-teach that combines the study of Aikido (a Japanese martial art) with seminar-style discussions of texts that explore issues pertaining to embodiment in the context of diverse spiritual traditions. The physicality of Aikido training makes it an interesting "case stud… Show more

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Cited by 15 publications
(16 citation statements)
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“…A third problem with pedagogies that enlighten our “minds” without engaging our “bodies” is that they are less likely to captivate the attention of our students, whose sensibilities are well trained by the titillating sights, sounds, tastes, and touches of commercial culture. (Lelwica, , 124)In short, embodied pedagogy evokes a fuller and more authentic understanding of religion – which itself involves a good deal of embodied experience – than a purely intellectual approach can yield.…”
Section: Site Visits As Embodied Pedagogy: Evoking Both Empathy and Amentioning
confidence: 99%
See 1 more Smart Citation
“…A third problem with pedagogies that enlighten our “minds” without engaging our “bodies” is that they are less likely to captivate the attention of our students, whose sensibilities are well trained by the titillating sights, sounds, tastes, and touches of commercial culture. (Lelwica, , 124)In short, embodied pedagogy evokes a fuller and more authentic understanding of religion – which itself involves a good deal of embodied experience – than a purely intellectual approach can yield.…”
Section: Site Visits As Embodied Pedagogy: Evoking Both Empathy and Amentioning
confidence: 99%
“…A third problem with pedagogies that enlighten our “minds” without engaging our “bodies” is that they are less likely to captivate the attention of our students, whose sensibilities are well trained by the titillating sights, sounds, tastes, and touches of commercial culture. (Lelwica, , 124)…”
Section: Site Visits As Embodied Pedagogy: Evoking Both Empathy and Amentioning
confidence: 99%
“…For instance, Kimerer LaMothe argues that the intellectual training of religious studies scholars, focusing primarily on linguistic methods and models, prevents us from sufficiently understanding and therefore teaching “the rich array of bodily movement evident in religious life” (2008, 590). Michelle Lelwica also argues that the body should be incorporated into classroom intellectual explorations, not just as another subject of study but also as part of the process of teaching and learning about religion. In her own classroom she has instructed students in Aikido, and writes that with such an embodied practice “the in‐and‐out movement of one's breath makes the [Buddhist] concept of ‘impermanence’ meaningful” (2009, 126).…”
Section: Millennial Embodimentmentioning
confidence: 99%
“…Place‐based education is related to a number of approaches which have been explored in this journal but it has not received explicit attention as a distinct pedagogy with its own history and methods. Embodied pedagogy (Jordon , Lelwica ), engaged pedagogy (Boys ), erotic education (Carbine, ), experiential learning (Carlson , Glennon , Carbine ), exposure learning (Mercer ), and liberatory pedagogies (Pippin ) share the family resemblance of emphasizing that learning involves the whole body. Knowledge is what happens when all of our senses are activated and alive to touch, scent, sound, and taste.…”
Section: Place‐based Education: Historical Antecedents and Practicesmentioning
confidence: 99%