Embodying Learning: Post-Cartesian Pedagogy and the Academic Study of Religion

Autor/in	Lelwica, Michelle Mary
Titel	Embodying Learning: Post-Cartesian Pedagogy and the Academic Study of Religion
Quelle	In: Teaching Theology & Religion, 12 (2009) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/j.1467-9647.2009.00507.x
Schlagwörter	Religion; Teaching Methods; Religion Studies; Theological Education; Blended Learning; Educational Strategies; Spiritual Development; Educational Practices; Concept Formation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Religionswissenschaft; Lehrstrategie; Bildungspraxis; Concept learning; Begriffsbildung
Abstract	This paper explores the concept and practice of "embodied pedagogy" as an alternative to the Cartesian approach to knowledge that is tacitly embedded in traditional modes of teaching and learning about religion. My analysis highlights a class I co-teach that combines the study of Aikido (a Japanese martial art) with seminar-style discussions of texts that explore issues pertaining to embodiment in the context of diverse spiritual traditions. The physicality of Aikido training makes it an interesting "case study" of embodied pedagogy and the lessons it offers both teachers and students about the academic study of religion. Ultimately, the questions and insights this class generates illustrate how post-Cartesian pedagogies can expose, challenge, and correct epistemological assumptions that contribute to one-dimensional views of religion and that fail to address our students as whole persons. A final part of the paper considers other possible venues for embodying teaching and learning in the academic study of religion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10