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Embodied Knowing in Online Environments

Robyn Barnacle Gloria Dall’Alba

Educational Philosophy and Theory 37 (5):719-744 (2005)

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International Education and (Dis)embodied Cosmopolitanisms.Ravinder Kaur Sidhu & Gloria Dall'alba - 2012 - Educational Philosophy and Theory 44 (4):413-431.details This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation-states and international students, we question the discourses and practices which inform the international education export industry. The ‘brand identities’ of receiving or host countries imply that they are welcoming, respectful of multiculturalism and have a well established intellectual history, in contrast to international students' embodied experiences. There is also a tendency to represent and regard international (...) Download Export citation Bookmark 1 citation
(1 other version)Learning Professional Ways of Being: Ambiguities of becoming.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):34-45.details The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It (...) Download Export citation Bookmark 14 citations
What's Lacking in Online Learning? Dreyfus, Merleau‐Ponty and Bodily Affective Understanding.Dave Ward - 2018 - Journal of Philosophy of Education 52 (3):428-450.details Skepticism about the limits of online learning is as old as online learning itself. As with other technologically-driven innovations in pedagogy, there are deep-seated worries that important educational goods might be effaced or obscured by the ways of teaching and learning that online methods allow. One family of such worries is inspired by reflections on the bodily basis of an important kind of understanding, and skepticism over whether this bodily basis can be inculcated in the absence of actual, flesh-and-blood, classroom (...) Download Export citation Bookmark 5 citations
(1 other version)Gut Instinct: The body and learning.Robyn Barnacle - 2009 - Educational Philosophy and Theory 41 (1):22-33.details In the current socio‐political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re‐thinking the nature of mind‐body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind‐body relations. Elizabeth Wilson's account of the role of the (...) Download Export citation Bookmark 5 citations
Virtual Training, Virtual Teachers: On Capacities and Being-at-Work.Kenneth Driggers - 2023 - Studies in Philosophy and Education 42 (6):585-597.details While virtual simulations are a familiar professional training tool, they have only recently been implemented in teacher education programs. These simulations are used to complement traditional student teacher placement. In this paper, the author critically examines one teacher training simulation, TeachLivE, specifically in terms of its implicit conceptions of what it means to teach and to learn. The analysis utilizes Aristotle’s explanation of the Greek concepts energeia and dunamis, as well as Heidegger’s interpretation of Aristotle’s Metaphysics. The author argues that (...) Download Export citation Bookmark

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