Full Description
This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry.
The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin's philosophical work on felt understanding, and Francesco Varela's enactivist approach, contributors explore innovative embodied thinking methods such as Focusing, Thinking at the Edge, micro-phenomenology, and mindfulness practices. They demonstrate the practical applications of these methods in research, teaching, and learning, highlighting their liberating and empowering potential for researchers and students. In an age marked by information overload and societal polarisation, methods of embodied thinking provide an innovative edge to critique, complementing more traditional approaches to critical thinking with listening skills and reflexive care.
This book shows how heeding the essential, yet often overlooked, embodied grounds of critical and creative thinking can deepen and strengthen each of research, teaching, and learning. It will interest philosophers of education and educators in higher education in particular, as well as researchers and postgraduate students from philosophy, and the cognitive and social sciences, who are curious about how embodied thinking can enrich research, teaching, and learning.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Contents
1. The Leap: the creative and liberatory potential of embodied thinking
PART I: FOUNDATIONS
2. Transformative and responsive power: potentials of embodied thinking
3. Vitalizing Critical Thinking: Embodied Critical Thinking in a Philosophical Context
4. Sensing and thinking from within: Aesthetic perception and embodied thinking
PART II: THINKING AT THE EDGE AND FOCUSING
5. Thinking at the Edge and the Production of Knowledge
6. In search of relational imagination: An auto-ethnographic journey through training in Embodied Critical Thinking
7. Refreshing the relationship to research and expanding its meaning: On the use of the TAE process in a micro-phenomenological research project
PART III: MICROPHENOMENOLOGY AND MEDITATION
8. Micro-phenomenology as coming into contact with experience: subtilization, surprises and liberation
9. Understanding experience as ethically sensitive action
10. Multidimensional Mindfulness Trainings and Methods of Embodied Thinking in Universities of the 21st Century
PART IV: EMANCIPATIONS
11. Focusing on Emotions in Climate Education: A Felt Sense of the Climate
12. Embodied Critical Thinking and Environmental Embeddedness: The Sensed Knots of Knowledge13. Focusing in the School of Architecture: An account of introducing and integrating focusing into the design studio at the Technion
14. Learning to catalyse socio-ecological change: reflective practice experiments
15. Disciplined thinking, sensuous wisdom
