Bodily grounds of learning: embodying professional practice in biotechnology

Although ever present, the way in which the body is implicated in learning has received scant attention in the research literature to date. A particular area of neglect relates to the significance of the perceiving, feeling, motile body in learning to enter the professions. The philosophical-empiric...

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Vydané v:Studies in higher education (Dorchester-on-Thames) Ročník 46; číslo 9; s. 1949 - 1965
Hlavní autori: Dall'Alba, Gloria, Sandberg, Jörgen
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 02.09.2021
Taylor & Francis Ltd
Predmet:
Becoming professionals
Biotechnology
body subject
Course Descriptions
Educational Philosophy
Educational Theories
Embodiment
Epistemology
Human Body
Learning
Learning Processes
lived body
Professions
Science Education
Scientific Research
Teaching Methods
Undergraduate Students
ways of being
ISSN:0307-5079, 1470-174X
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Popis
Shrnutí:Although ever present, the way in which the body is implicated in learning has received scant attention in the research literature to date. A particular area of neglect relates to the significance of the perceiving, feeling, motile body in learning to enter the professions. The philosophical-empirical inquiry in this article targets this neglected area of research. Its purpose is to explore what is entailed in learning to embody skilful performance by aspiring professionals in the context of the recently prominent, highly technologised field of biotechnology. Exploring learning with and through the lived body, as students endeavour to enact the practice of biotechnology, highlights features of the bodily grounds of learning. Based on this inquiry, theoretical and educational implications are identified for understanding and promoting learning for the professions.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1711047