Holistic education and embodied learning
Author(s)
Bibliographic Information
Holistic education and embodied learning
(Current perspectives in holistic education)
Information Age Pub., c2017
- : pbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives.
This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind.
Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.
Table of Contents
Foreword.
Preface.
Acknowledgments.
Section I: Psychological Perspectives.
A Full and Flexible Life: Carl Jung and Wilhelm Reich, Kelli Nigh.
Transformational Growth Into Wholeness: A Holistic, Experiential, Process Method, Jim McNamara and Caroline Mardon.
Healing Archetypes: Reclaiming Teacher Wellbeing by Embodying the Wild Feminine, Joanna Krop.
Section II: Schools.
The Art of Education: Waldorf Education in Practice, Warren Lee Cohen and Brian Daniel Bresnihan.
Compassionate Teaching, Young-Yie Kim.
Equinox: Portrait of a Holistic School, John P. Miller.
A Vision for a Holistic Secondary School, Misha Abarbanel.
Section III: Meditation, Contemplation, And Movement.
Loving Kindness Meditation: Awakening Teacher Eros in Modern Educational Settings, Keith Brown.
Contemplation in Action: An Engaging Pedagogy for Our Times, Jennifer Motha.
Dalcroze Pedagogy: Reflections on Rhythm and Felt Learning, Sharon E. Dutton.
Section IV: Visions.
A Journeyman Professor's Walk Through Metaphor and Philosophy in Search of Holistic Approaches to Teacher Education Curriculum, Rupert Clive Collister.
Growing Spiritual Wings: Cultivating Creativity and Spiritual Intelligence in Holistic Education, Isabella Colalillo Kates.
Embodying the Mind, Tobin Hart.
A Holistic Vision of Teacher Education, John P. Miller.
About the Contributors.
Index.
by "Nielsen BookData"