Embodied knowing in online environments

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

In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into various 'knowledges', and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know. In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs
Keywords embodied knowing  online learning  information and communication technologies  higher education
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DOI 10.1111/j.1469-5812.2005.00153.x
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References found in this work BETA

Pandora’s Hope.Bruno Latour - 1999 - Harvard University Press.
Outline of a Theory of Practice.Pierre Bourdieu - 1981 - Human Studies 4 (3):273-278.
Phenomenology of Perception.Aron Gurwitsch, M. Merleau-Ponty & Colin Smith - 1964 - Philosophical Review 73 (3):417.

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Learning Professional Ways of Being: Ambiguities of Becoming.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):34-45.
Gut Instinct: The Body and Learning1.Robyn Barnacle - 2009 - Educational Philosophy and Theory 41 (1):22-33.

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