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  1. The Continuity of Action and Thinking in Learning.Bente Elkjaer - 2000 - Outlines. Critical Practice Studies 2 (1):85-102.
    In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older (...)
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  • Ghost gestures: Phenomenological investigations of bodily micromovements and their intercorporeal implications. [REVIEW]Elizabeth A. Behnke - 1997 - Human Studies 20 (2):181-201.
    This paper thematizes the operative kinaesthetic style of world-experiencing life by turning to the ongoing how of our habitual bodily comportment: to our deeply sedimented way(s) of making a body; to schematic inner vectors or tendencies toward movement that persist as bodily ghost gestures even if one is not making the larger, visible gestures they imply; and to inadvertent isometrics, i.e., persisting patterns of trying, bracing, freezing, etc. All such micromovements witness to our sociality insofar as they are not only (...)
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  • Reconstructing Dewey: Habit, Embodiment and Health and Well-Being.Malcolm Thorburn - 2018 - British Journal of Educational Studies 66 (3):307-319.
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