Gut Instinct: The body and learning

Barnacle, Robyn

doi:10.1002/9781444322828.ch3

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…the body is almost seen as a physiological instrument for acquiring information. Böhme's phenomenology of the felt body, more than does Merleau‐Ponty's body phenomenology, supports the endeavour to understand how ‘gut instinct’ or gut feeling can be the basis of learning processes or learning situations ‘in which a sense of what is being learnt, or more accurately, a sensibility for what is being learnt, is actively cultivated along with the development of more formal or intellectual understanding’ as put by Robyn Barnacle (Barnacle, , p. 24).…”

Section: Resultsmentioning

confidence: 99%

Naturalness as an Educational Value

Frølund¹

2016

Journal of Philosophy of Education

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Existentialism and postmodernism have both abandoned the idea of a human nature. Also, the idea of naturalness as a value for education has been targeted as a blind for conservative ideology. There are, however, good reasons to re‐establish a sound concept of human naturalness. First of all, the concept does not seem to have disappeared from common usage, despite all criticism. Secondly, the idea of naturalness seems essential to our sense of ourselves and for the formation of our identities. And finally, the idea is the inevitable basis for the possibility of a radical criticism of society and culture. This paper presents two suggestions for a rehabilitation of the concept of naturalness: Gernot Böhme's phenomenology of body and nature, and Christoph Menke's ‘genealogical reflexion’.

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Section: Resultsmentioning

confidence: 99%

Naturalness as an Educational Value

Frølund¹

2016

Journal of Philosophy of Education

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“…Within the cyborg construct, the body has parts that could be modelled, enhanced or replaced by technology (Ihde, ). Moreover, within the increased commodification of education driven by neo‐liberal ideologies and policies, individuals are expected to be machine‐like, evaluated by performance‐based grids based on mechanical strength and for the not so lucky ones, ultimately replaced by machines (Barnacle, ).…”

Section: Missing Body In Educational Technologymentioning

confidence: 99%

“…In educational technology studies, may it be in digital literacies, e‐learning, computer‐mediated communication, and more recently, in TEL, we have ignored the role of the body in learning with the exception of the works of Barnacle and Dall'Alba (see Barnacle, ; Dall'Alba & Barnacle, , ). It is seemingly obvious that the dispositions to learning that are acquired are as much corporeal as they are cognitive.…”

Section: Missing Body In Educational Technologymentioning

confidence: 99%

Ethnography of corporeality: A carnal move in educational technology research

Enriquez-Gibson¹

2015

Brit J Educational Tech

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Despite the increasing focus on non-dualistic and materialist approaches in education technology studies, the materiality of the body has not been adequately examined. Because of the heavy orientation towards affordance, interaction, participation, inclusion and access at the interface or between various spatial and liminal settings, the subject's body has been addressed and analysed as a non-corporeal construct, primarily at an abstract, theoretical or textual level. This paper intends to complement existing research by proposing a carnal move that would enact an ethnography of corporeality. It will do so by doing two things: first, by drawing from Don Ihde's human-technology relations to foreground the body in technology use; and secondly, by adapting Marcel Mauss's conceptualisation of body techniques for a carnal methodological move in investigating technologyenhanced learning and digital literacies. Practitioner NotesWhat is already known about this topic • Sociocultural and materialist approaches in education technology studies have paid little attention to the "real" body.• Within the climate of increased commodification of education and heavy reliance on the use of various technologies and devices for learning and teaching, our bodies have been neglected. In fact, we have or are expected to be more machine-like as our electronic devices are claimed to extend our cognitive capacities.• Within the social science as a whole, the body has manifested itself in various ways-social body, collective body, technologised body-however, mostly focused on its representations through discursive thought or analysis. What this paper adds • The paper offers a re-examination of the role of the body in educational technology and points to interesting possibilities.• It proposes the conceptualisation of body techniques as a way to engage with the visible body in human-technology relations based on Don Ihde's work. Implications for practice and/or policy • The paper proposes Ihde's body typology as a theoretical and methodological approach that will allow educational technology researchers to engage with bodily practices when investigating human-technology relations.• It suggests "observant participation" (perhaps alongside participant observation) as a way of doing carnal ethnography. IntroductionThe academic discourse on technology-enhanced learning has paid little attention to the body as a site of experience or practice, except when the perceived natural body has a disability or is involved in sports or art performances. Forging an alliance with poststructuralist, feminist and phenomenologist scholars, albeit loosely, opens up the possibility of undeleting and finding the body in educational technology research. It provides insights into how our discourses and practices may include our bodies in ethnographic studies. Generally, technology-related research in education has taken an instrumental view or rationality, which argues that technologies are as good or as bad according to the ends to which they are used by...

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“…Indeed, this question was there at the beginning of phenomenology with Husserl. Husserl's aim was to recover the forgotten ground of the lifeworld and therefore to ground science in that from which it emerges [18].…”

Section: The Individual Clinical Encounter As a Lived Multidimensionamentioning

confidence: 99%

User‐driven health care – answering multidimensional information needs in individual patients utilizing post–EBM approaches: a conceptual model

Biswas

Martin

Sturmberg

et al. 2008

Evaluation Clinical Practice

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Evidence based on average patient data, which occupies most of our present day information databases, does not fulfil the needs of individual patient-centred health care. In spite of the unprecedented expansion in medical information we still do not have the types of information required to allow us to tailor optimal care for a given individual patient. As our current information is chiefly provided in disconnected silos, we need an information system that can seamlessly integrate different types of information to meet diverse user group needs. Groups of certain individual medical learners namely patients, medical students and health professionals share the patient's need to increasingly interact with and seek knowledge and solutions offered by others (individual medical learners) who have the lived experiences that they would benefit to access and learn from. A web-based user-driven learning solution may be a stepping-stone to address the present problem of information oversupply in medicine that mostly remains underutilized, as it doesn't meet the needs of the individual patient and health professional user. The key to its success would be to relax central control and make local trust and strategic health workers feel more engaged in the project such that it is truly user-driven.

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Gut Instinct: The body and learning

Cited by 5 publications

References 9 publications

Naturalness as an Educational Value

Naturalness as an Educational Value

Ethnography of corporeality: A carnal move in educational technology research

User‐driven health care – answering multidimensional information needs in individual patients utilizing post–EBM approaches: a conceptual model

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