scholarly journals Embodied Experiential Learning

2021 ◽  
Vol 1 (2) ◽  
pp. 31-50
Author(s):  
Vivianna Rodriguez Carreon ◽  
Penny Vozniak
Keyword(s):  
Experiential Learning ◽  
Collaborative Work ◽  
The Self ◽  
Embodied Learning ◽  
Linear Forms ◽  
Peace Of Mind ◽  
Experiential Teaching ◽  
The Arts ◽  
Non Linear ◽  
Qualitative Knowledge

This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.

The e ‐ Narrated Self

2016 ◽  
Author(s):  
Celine (Ha-Young) Song
Keyword(s):  
Web 2.0 ◽  
Narrative Theory ◽  
The Self ◽  
Cyber Culture ◽  
Non Linear ◽  
Multi Media ◽  
The Web

A common question asked about the web 2.0 by the offline population is:  "What do people do there?" The paper addresses this question with respect to Paul Ricoeur's narrative theory of the self. According to his essay Life in Quest of Narrative, a person drifts through time experiencing events happening to them, but none of it is actually lived when it is not "recounted" or "storied". In this light, "storytelling may be said to humanise time by transforming it from an impersonal passing of fragmented moments into a patter, a plot ,a mythos". Blogs and sites like Facebook represent the most recent development in the human attempt to weave this "mythos". A profile page and a tweet are first and foremost stories that appear to its critics "truncated or parodied" by design "to the point of being called micro-narratives or post-narratives", and to it s advocates"multi-plotted, multi-vocal and multi-media". The paper introduces notions of e-Self and e-Narrative, examines their dangers and benefits, and concludes that "the advent of cyber-culture should be seen not as a threat to storytelling but as a catalyst for new possibilities of interactive, non-linear narration".

Developing Craft in the Ballet Class

2021 ◽  
Vol 39 (2) ◽  
pp. 147-157
Author(s):  
Susie Crow
Keyword(s):  
Visual Arts ◽  
Alternative Model ◽  
Embodied Learning ◽  
Sports Science ◽  
The Arts ◽  
Theoretical Investigations ◽  
Attitudes And Perceptions

The ballet class is a complex pedagogical phenomenon in which an embodied tradition is transmitted in practice from one generation to the next, shaping not just the dancing but the attitudes and perceptions of dancers throughout their careers. This paper emerges from observations and experience of recent and current ballet class practice, and theoretical investigations into embodied learning in the arts. It outlines the influential role of large hegemonic institutions in shaping how ballet is currently taught and learned; and the effect of this on the class's evolving relation to ballet's repertoire of old and emerging dances as artworks. It notes the increasing importation into ballet pedagogy of thinking rooted in sports science, engendering the notion of the dancer as athlete; and of historic attitudes which downplay the agency of the dancer. I propose an alternative model for understanding the nature of learning in the ballet class, relating it to what Donald Schön calls ‘deviant traditions of education for practice’ in other performing and visual arts ( Schön 1987 p16). I look at the dancer's absorption via the class of ballet's danse d’école, its core technique of academic dance content. I suggest how this process might more constructively be understood through the lens of craft learning and the development of craftsmanship via apprenticeship, the dancer learning alongside the teacher as experienced artist practitioner who models behaviours that foster creativity.

Experiential teaching of planetary sciences from kindergartens to secondary schools: the "Astronomiadi" educational project

2021 ◽  
Author(s):  
Daniele Gardiol ◽  
Carlo Benna ◽  
Valentina Vignale ◽  
Fabrizio Radicati di Primeglio
Keyword(s):  
Experiential Learning ◽  
Secondary Schools ◽  
Local Community ◽  
Astronomical Observatory ◽  
Close Collaboration ◽  
Educational Project ◽  
Experiential Teaching ◽  
Italian National Institute

<p>The Piedmontese town of Pino Torinese is one of the twelve italian locations hosting a local department of the Italian National Institute for Astrophysics, the Astronomical Observatory of Turin. This peculiarity led to the development of a close collaboration between researchers, teachers and local community and administration, aiming at the promotion of astronomy, and in particular planetary sciences, among students from kindergartens to secondary schools. The chosen driving approach, experiential learning, is not very common in Italy. </p>

Applauders and authors: Notes on the profits and losses of audience engagement

2020 ◽  
Vol 6 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Sophie Purchase
Keyword(s):  
Social Practice ◽  
Collaborative Work ◽  
Art World ◽  
Community Based ◽  
Audience Engagement ◽  
Building Relationships ◽  
Positive Effects ◽  
High Profile ◽  
The Arts ◽  
Venice Biennale

Social practices, whether described as socially-engaged, participatory or community-based, share the potential to transform audience members into active participants in an artwork or project. However, the purpose of this public engagement is sometimes in conflict with the private experience of the viewer, constructing a complex relationship between audience, artist and gallery. Beginning by contextualizing the historic position of the audience in relation to the arts, the present article uses this as grounding to unpick elements of the dynamic which exist today. ‘The audience’ investigates the reported social benefits of engaging in the arts, questioning how evidence of these positive effects is reported and judged. This article exemplifies Marcelo Sánchez-Camus’ work with patients in palliative care and Spacemakers’ community-based projects as artworks intended to instigate positive social change. Further, ‘The artist’ explores the relationship between those facilitating these projects and their audience. By breaking down the term ‘audience’ into viewers, participants, collaborators and co-authors, one can use levels of agency to segment those involved and the differing experiences of their involvement. Petra Bauer’s long-term collaborative work with SCOT PEP is used to demonstrate how a group’s agency and stakes within an artwork can be enhanced by building relationships on equal terms. Finally, ‘The gallery’, uses the high-profile examples of Tate Group and Venice Biennale to demonstrate how the more powerful entities in the art world can misrepresent engagement and participation as quantitative markers of success or accessibility. This article ultimately aims to question what motivates the production of social practice and how these entities are important in constituting a successful process and outcome, for audience, artist and institute.

Literacies of the Body

2020 ◽  
pp. 225-249
Author(s):  
Sheila Robbie
Keyword(s):  
Intercultural Competence ◽  
Academic Research ◽  
The Body ◽  
Specific Reference ◽  
Embodied Learning ◽  
The Arts ◽  
The World ◽  
Transitional Point ◽  
Media Lab ◽  
Educational Potential

Education is at a transitional point: multicultural, multilingual environments are the norm and diversity a defining feature. Classrooms embrace a culture of change, enriched by people who experience the world differently - conceptually, linguistically, and emotionally, with different world visions, values, beliefs, socio-cultural and socio-economical experiences. A new understanding of identities in multicultural contexts requires pedagogies that teach and practise intercultural competence. With specific reference to (1) the author's research on the embodied learning of literacies through drama, sociodrama and empathy, and (2) the projects of The Empathy Reactive Media Lab (eRMLab), an interdisciplinary academic research lab which investigates virtual reality and its educational potential with reference to empathy, this chapter draws on diverse academic research from the fields of education, the arts, psychology, medicine, image processing, and computer vision, to examine present and future pedagogies which foster intercultural competence and the development of literacies.

Old Age, Women, and Dynamic Psychotherapy

2018 ◽  
pp. 177-188
Author(s):  
Sandra Evans ◽  
Jane Garner
Keyword(s):  
Mental Illness ◽  
Older Women ◽  
Old Age ◽  
Late Life ◽  
Social World ◽  
The Self ◽  
Political Life ◽  
Dynamic Psychotherapy ◽  
The Arts

Old age can be a challenging time for people. It brings with it changes which include losses as well as opportunities for shifting one’s focus. Societal perceptions of ageing and projections of negative values associated with being old can act as a further blow to peoples’ general resilience. This chapter explores some of these societal projections over the centuries, in public and political life and in the arts. It examines how these influences may impact on women personally as we get older, including how we become ill psychologically and how we react to illness. What the authors consider to be important is that in late life, opportunities for restoration of the self still exist. People can and do recover from mental illness and older women can and do contribute to the wider social world in ways other than as mothers and carers.

scholarly journals Non-linear Dynamic Shifts in Distress After Wildfires: Further Tests of the Self-Regulation Shift Theory

2020 ◽  
Vol 11 ◽  
Author(s):  
Charles C. Benight ◽  
Kotaro Shoji ◽  
Aaron Harwell ◽  
Erika Felix
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Linear Dynamic ◽  
Non Linear

A Method of Computation for Application to Nonlinear Problems

1980 ◽  
Vol 17 (1) ◽  
pp. 77-84
Author(s):  
K. F. Browne ◽  
I. Kirkland
Keyword(s):  
Experimental Data ◽  
Differential Equations ◽  
Nonlinear Problems ◽  
The Self ◽  
Computer Programme ◽  
First Order ◽  
Non Linear ◽  
First Order Differential Equations

The solution of first-order differential equations with non-linear coefficients is assisted by a computer programme which generates sets of curves and their slopes from experimental data. An example predicts the self-excitation curves of a d.c. shunt-generator.

Reflections on Teaching Applied Environmental Ethics in a Philosophy Course

2018 ◽  
Vol 4 ◽  
pp. 116-133
Author(s):  
Craig Derksen ◽  
Keyword(s):  
Experiential Learning ◽  
Environmental Ethics ◽  
Important Work ◽  
Experiential Teaching ◽  
Concrete Experience ◽  
Applied Program ◽  
Ethics Course

I designed and executed an environmental ethics course intended to provide a useful product to a municipal partner. In teaching the course I had an opportunity to get concrete experience in experiential teaching. I share my experiences with being a philosopher in an applied program and tie it to the models of experiential learning. My experience indicates that the important work is not the abstract conceptualization or the concrete experience, but the bridging between them.

QUASIPERIODIC ROUTE TO SPATIOTEMPORAL CHAOS IN A NONLINEAR SCHRÖDINGER EQUATION WITH THE SATURABLE NONLINEARITY

1994 ◽  
Vol 08 (24) ◽  
pp. 1511-1516
Author(s):  
CANGTAO ZHOU
Keyword(s):  
Hamiltonian System ◽  
Schrödinger Equation ◽  
Coherent Structures ◽  
Schrodinger Equation ◽  
Spatiotemporal Chaos ◽  
Nonlinear Schrodinger Equation ◽  
The Self ◽  
Saturable Nonlinearity ◽  
Self Focusing ◽  
Non Linear

The route from the coherent structures to the spatiotemporal complicated patterns is numerically investigated in terms of a continuum Hamiltonian system, that is, the non-linear Schrödinger equation with the self-focusing nonlinearity, where the quasiperiodic route is first observed.

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