<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Through using school-based outdoor learning as the research context, the paper analyses the connections between bodily experiences and the embodied mind. Recent theorizing in outdoor learning, in reflecting phenomenology and Deweyian influences, has teased out how the relationships between the self, others and nature (environment) can be extended to include embodied experiences. This would, it is argued, add something extra to either the intrinsic pursuit of enjoying practical experiences or the instrumental quest for subject knowledge gains via cognitive- informed analytical cycles of action and reflection. While generally sympathetic to this critique, we consider there is a cognitive and emotional need for embodied experiences to demonstrate that they can be suitably contemplative as well. Through drawing upon Tiberius (2008) naturalist-informed theorizing, the paper reviews the part bodily experiences in outdoor learning can play in cultivating stable values and in developing reasoning practices that provide insights into how personal responsibility can be exercised in relation to how we live. Through referencing the Scottish policy context, the paper exemplifies how learning outdoors can flourish on the basis of a joint body-mind focus; where pupils review their relations with others and nature, as well as valuing times when they are absorbed in experiences which fully engage their personal interests, skills and capacities. To enhance the prospects of these learning gains occurring we provide a self-check set of questions for teachers to review to as part of appraisal of learning and teaching outdoors</p></abstract>

Through using school-based outdoor learning as the research context, the paper analyses the connections between bodily experiences and the embodied mind. Recent theorizing in outdoor learning, in reflecting phenomenology and Deweyian influences, has teased out how the relationships between the self, others and nature (environment) can be extended to include embodied experiences. This would, it is argued, add something extra to either the intrinsic pursuit of enjoying practical experiences or the instrumental quest for subject knowledge gains via cognitive- informed analytical cycles of action and reflection. While generally sympathetic to this critique, we consider there is a cognitive and emotional need for embodied experiences to demonstrate that they can be suitably contemplative as well. Through drawing upon Tiberius (2008) naturalist-informed theorizing, the paper reviews the part bodily experiences in outdoor learning can play in cultivating stable values and in developing reasoning practices that provide insights into how personal responsibility can be exercised in relation to how we live. Through referencing the Scottish policy context, the paper exemplifies how learning outdoors can flourish on the basis of a joint body-mind focus; where pupils review their relations with others and nature, as well as valuing times when they are absorbed in experiences which fully engage their personal interests, skills and capacities. To enhance the prospects of these learning gains occurring we provide a self-check set of questions for teachers to review to as part of appraisal of learning and teaching outdoors

Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning

Dr. University of Edinburgh College of Humanities and Social Sciences Moray House School of Education St Leonard’s Land Holyrood Road Edinburgh EH8 8AQ Scotland

Ph.D. Candidate University of Edinburgh College of Humanities and Social Sciences Moray House School of Education St Leonard’s Land Holyrood Road Edinburgh EH8 8AQ Scotland

Journal of Pedagogy

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Through using school-based outdoor learning as the research context, the paper analyses the connections between bodily experiences and the embodied mind....

Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning

Data publikacji: 10 lip 2014

Zakres stron: 115 - 132

DOI: https://doi.org/10.2478/jped-2014-0006

Słowa kluczowe
learning outdoors, the body in education, phenomenology, personal values

© by Malcolm Thorburn

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning

Data publikacji: 10 lip 2014

Zakres stron: 115 - 132

DOI: https://doi.org/10.2478/jped-2014-0006

Słowa kluczowelearning outdoors, the body in education, phenomenology, personal values

© by Malcolm Thorburn

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Słowa kluczowe
learning outdoors, the body in education, phenomenology, personal values