Intuitive knowing and embodied consciousness

Abstract

This article explores the role of intuition as a preconscious embodied state and its implication for adult education.

An Autophenomenographical Investigation of Nature Connection: A Transpersonal Focus

“…Despite my cognitive, rational orientation, intuition and imagination were the primary gateway to knowing during the intensification of connecting or identifying with a being or place. Intuition is a spontaneous, heart-centered, and imaginative process of knowing that transcends intellect and reason (Lawrence, 2012). It is a gut feeling, often a knowing that is without rational explanation.…”

Professional Identity Development Through Embodied and Reflective Practice

“…Japanese cultural values, influenced by Confucianism and Buddhist teachings, shape societal norms, gender roles, and personal transformation, presenting challenges for women's professional identity (Asakura, 2019;Hirose, 2022;Sugihara & Katsurada, 2002). Transformative learning theory, particularly its emphasis on emotion, embodiment, and critical reflection, provides a framework for understanding profound identity shifts (Dirkx, 2006;Illeris, 2014;Karpiak, 2003;Lawrence, 2012;Mezirow, 2018). Horse-assisted coaching, as an experiential and somatic learning method, facilitates self-awareness, professional development, and holistic personal growth by fostering deep engagement with emotions and unconscious assumptions (Bilginoglu, 2021;Meola, 2016;Stock & Kolb, 2016).…”

“…The reflective space created through these practices is particularly critical in transformative learning. Lawrence (2012) notes that such spaces allow learners to process complex emotions, reconcile internal conflicts, and confront uncertainties. This reflective process supports the critical examination of past experiences, leading to a reconfiguration of identity and self-concept (Dirkx, 2006;Johnson, 2003;Karpiak, 2003).…”

Child Labor and Father-Gods

“…Across the country, computer screens depicted checkerboards of video frames of children's faces. These images of "talking heads" portray what Lawrence (2012) declared as "being educated from the neck up" (p. 10). For Lawrence, education from the neck up prioritizes rational processes of the mind, dismissing the body, senses, feeling, intuition, and imagination.…”