The Primacy of Movement

Abstract

This expanded second edition carries forward the initial insights into the biological and existential significances of animation by taking contemporary research findings in cognitive science and philosophy and in neuroscience into critical and constructive account. It first takes affectivity as its focal point, elucidating it within both an enactive and qualitative affective-kinetic dynamic. It follows through with a thoroughgoing interdisciplinary inquiry into movement from three perspectives: mind, brain, and the conceptually reciprocal realities of receptivity and responsivity as set forth in phenomenology and evolutionary biology, respectively. It ends with a substantive afterword on kinesthesia, pointing up the incontrovertible significance of the faculty to cognition and affectivity. Series A

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom

“…Inspired by an increasing interest in the embodied dimensions of learning and education (Hockey and Allen-Collinson 2007;Shilling 2007Shilling , 2018 and how 'movement' has recently been utilised as an analytical object both to investigate learning in school (Larsson and Quennerstedt 2012;Almquist and Quennerstedt 2015;Franks and Jewitt 2001) and to reconsider fieldwork practice (Pink 2011;Pierre and Macleod 2010), we consider that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour (e.g., Sheets-Johnstone 2011;Johnson 2007;Shilling 2008). In order to further illuminate movement in relation to body pedagogics and classroom research, in this article movement behaviour specifically centres on a teacher's walk through the classroom.…”

“…Over the past two decades, embodiment research in philosophy (e.g., Lakoff and Johnson 1999;Johnson 2007;Sheets-Johnstone 2011;Sullivan 2001), psychology (e.g., Todres 2007;Brown et al 2011), sociology (e.g., Shilling 2012ScheperHughes and Wacquant 2002;Sennett 2008) and education (e.g., Evans et al 2009;Shilling 2007;Hockey and Allen-Collinson 2007) has contributed to an expanded recognition of the embodied dimension of teaching and learning. Furthermore, embodiment research highlighting learning and movement has itself been enhanced by frameworks that recognise lived experience and the interactions between human beings and their social, material and symbolic world (Crossley 2006;Calhoun and Sennett 2007;Lefebvre 2004).…”

Beyond the visible : prolegomenon to an aesthetics of designed landscapes

“…24 Landscape architecture is characterised by Schön as a reflective practice, 25 its practitioners need to reflect on and evaluate what is worthwhile about the projects produced by landscape architects. 26 Throughout the design process in the studio the landscape architect evaluates different options; 27 the chosen options are presented to the client and are then evaluated again.…”

“…Herrington quotes the philosopher Shusterman when concluding that the banishment of aesthetic experience from the everyday experience has led to the 'dismal assumption that ordinary life is necessarily one of joyless unimaginative coercion.' 25 If these texts by environmental philosophers, who deal professionally with environments and their aesthetic evaluation, are so negligent about the existence and relevance of designed landscapes, it may be assumed that the general public has an even less accurate understanding of these matters. This is also implied by Cooper, who asserts that even some visitors to Blenheim might be oblivious as to its designed character.…”

“…A more conservative restorative approach was promoted in Middelburg, which depended for a larger part on tourism as an economic basis. 25 In the 1930s Verhagen became increasingly convinced that urban developments had an influence on the landscape as a whole and his work focused increasingly on developing rural landscapes not as separate entities, but as complements of urban areas. The growing influence of recreation was known from German and American literature, he said, but still needed more attention in the Netherlands.…”