The bodily practice of acquiring skillfulness

Erlandson, Peter

doi:10.1080/14623943.2014.944137

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…Both models recognise the importance of intuitive competence, embodied experience and contextual responsiveness . Skills change from propositional and intellectual to being bodily appropriated, or lived . Becoming an expert involves developing bodily expertise as well as cognitive capacity; physicians’ bodies, not just their minds, are honed and crafted in order to enact their expertise …”

Section: Body Pedagogicsmentioning

confidence: 99%

Body pedagogics: embodied learning for the health professions

et al. 2019

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Medicine as Embodied Practice Bodily dysfunctions bring patients to their doctors and even diseases of the mind can originate in patients’ bodies. Doctors respond by using their own bodies – hands, eyes, ears and sometimes noses – to make diagnoses and treat diseases. Yet, despite the embodied nature of practice, medicine typically treats the body as an object, paying scant attention to the subjective embodied experiences of patients and doctors. Much health professions education (HPE) reflects this, prioritising cognition over learners’ sense of embodiment. Hence there is a gap between the embodied realities of practice and the disembodied nature of medical education. This article introduces readers to ‘body pedagogics’ as a framework that can help to re‐establish embodiment as a central principle of HPE. Body Pedagogics This embodiment theory, drawn from sociology, anthropology and phenomenology, has informed such disparate fields as glassblowing education and military training. Body pedagogics emphasises learning as a physically embodied process. It illustrates how multisensory experience causes embodied changes that become an automatic part of physician expertise. We introduce core body pedagogic concepts using physical examination as an example, examining the bodily means of HPE, students’ bodily experiences and the resulting bodily changes. Implications Body pedagogics can help us to focus attention on embodiment as a central principle of HPE that transcends the discipline‐specific teaching of clinical skills. Moreover, it provides a set of conceptual foundations for an interdisciplinary practice within HPE with implications for instructional design. Body pedagogics can also help us to make strange the habits and disregarded aspects of embodied learning and in so doing help us to consider embodiment more critically and directly in practice and education, and in the ways we research them.

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Section: Body Pedagogicsmentioning

confidence: 99%

Body pedagogics: embodied learning for the health professions

et al. 2019

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“…A continuation of this phenomenological rationale also supports our intention to design long-lasting interactions. Throughout our lives, we develop an extensive bodily repertoire that allows us to handle most everyday situations by building on embodied knowledge gained from extensive experience (Erlandson, 2014). Robertson (2012) uses Merleau-Ponty's notion of sediments to explain how it is the intricate mesh of previously lived moments in the present that provides us with opportunities to act in the current world.…”

Section: Embodied Experiencesmentioning

confidence: 99%

“…Figure 2 The mean performance score (seconds) for all participants distributed over the five chargers Another important choice was to move closer to the use context to open new spaces and design direction by connecting with the physical space (Tholander and Johansson, 2010). Moving activities into the homes strengthened the reflective practice (Erlandson, 2014) through easier access to the environmental affordances (Iacono and Marti, 2014) and the situational solicitations' effect on the body (Antony, 2002). Respecting the holistic nature of the interaction (Frauenberger et al, 2010) was a necessity to allow participants to explore all aspects of the human-technology relationship.…”

Section: Opening the Design Spacementioning

confidence: 99%

Using embodied experiences to re-design enabling technologies

Joshi

2019

JET

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Purpose This study introduces a phenomenological approach to the design of enabling technologies for older adults focusing on capabilities rather than disabilities. The purpose of this paper is to use embodied experiences to structure an alternative understanding of the human–technology relationship and demonstrates the significance and implications of this approach. Design/methodology/approach In total, 31 older citizens (M=80.5 years, SD=5.97 years) were engaged in a participatory design process revolving around the embodied experiences of the participants. The aim was to design new wireless chargers for their existing enabling technologies. The paper presents design results and statistical analyses of performance evaluations. Findings The co-designed alternatives were compared to the current alternative. The statistical analyses revealed an average increase in performance of 45.35 percent across all participants when using designs anchored in embodied experiences. The significance of these results suggests that a shift from disabilities to capabilities provides new opportunities to understand and facilitate interaction between older adults and technology. Research limitations/implications The study follows the theoretical argument into real-use scenarios involving co-designed artifacts to demonstrate how the suggested approach can be a viable alternative strategy to how we facilitate the design of enabling technologies for older adults. Originality/value The suggested design approach contributes to the ongoing development of enabling technologies for older adults by introducing a respectful and inclusive alternative strategy.

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Reflective practice as a basis for building a sustainable public space: the case of Kartuzy

Martyniuk-Pęczek,

Pęczek

2024

Urban Des Int

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Recent decades have been characterized by dynamic changes in the urban design process in post-transition countries such as Poland. Numerous activities have focused on upgrading the urban environment. The transformation that drives change also requires some new skills, which are described in the theory of reflective practice: observation, experience, and reflection. The goal of this paper is to build a descriptive scheme of the urban design process based on the reflective practice approach. The case of Kartuzy was chosen as the authors of this paper actively participated in this town’s 10-year redevelopment process, which can be seen as an experimental approach. The experience gathered allowed them to generate results on the issue of reflective practice, both in the sphere of practical skills and the theoretical results of research. One of the main conclusions is that knowledge exchange, observing the influence of actions of participants, and experiencing various types of interactions in the process of spatial development all drive reflection, which is a crucial element for taking another step in improving the quality of the urban design process. This paper contributes to a discussion on using reflective practice in the context of the development of public spaces towards making them more sustainable.

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The bodily practice of acquiring skillfulness

Cited by 4 publications

References 28 publications

Body pedagogics: embodied learning for the health professions

Body pedagogics: embodied learning for the health professions

Using embodied experiences to re-design enabling technologies

Reflective practice as a basis for building a sustainable public space: the case of Kartuzy

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