TY - JOUR
T1 - The embodied narrative nature of learning
T2 - nurture in school
AU - Delafield-Butt, Jonathan T.
AU - Adie, Jillian
N1 - This is the peer reviewed version of the following article: Delafield-Butt, J. T. and Adie, J. (2016), The Embodied Narrative Nature of Learning: Nurture in School. Mind, Brain, and Education, 10: 117–131, which has been published in final form at http://dx.doi.org/10.1111/mbe.12120. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html#terms).
PY - 2016/6/27
Y1 - 2016/6/27
N2 - Learning is participatory and embodied. It requires active participation from both teacher and learner to come together to co-create shared projects of discovery that allow meaning to unfold and develop between them. This paper advances theory on the intersubjective and embodied nature of cognition and meaning-making as constituted by co-created narrative units. Learning within embodied narrative episodes incorporate affective, energetic, and intentional components to produce schemas of engagement that structure knowledge and become units held in memory. We examine two cases of non-verbal narrative patterns of engagement between teacher and child within Nurture Group practice, a special pedagogy that attunes to the affects and interests of children. Analysis of these cases reveal patterns that established shared rhythm, affect, and body movement between teacher and child, which, on completion, generated shared joy and learning. Thus, we identify an embodied, co-created narrative structure of embodied cognition essential for learning and participatory meaning-making.
AB - Learning is participatory and embodied. It requires active participation from both teacher and learner to come together to co-create shared projects of discovery that allow meaning to unfold and develop between them. This paper advances theory on the intersubjective and embodied nature of cognition and meaning-making as constituted by co-created narrative units. Learning within embodied narrative episodes incorporate affective, energetic, and intentional components to produce schemas of engagement that structure knowledge and become units held in memory. We examine two cases of non-verbal narrative patterns of engagement between teacher and child within Nurture Group practice, a special pedagogy that attunes to the affects and interests of children. Analysis of these cases reveal patterns that established shared rhythm, affect, and body movement between teacher and child, which, on completion, generated shared joy and learning. Thus, we identify an embodied, co-created narrative structure of embodied cognition essential for learning and participatory meaning-making.
KW - embodied cognition
KW - narrative
KW - meaning-making
KW - social emotional behavioural difficulties
KW - nurture group
KW - child development
KW - intersubjectivity
UR - http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1751-228X
U2 - 10.1111/mbe.12120
DO - 10.1111/mbe.12120
M3 - Article
VL - 10
SP - 117
EP - 131
JO - Mind, Brain, and Education
JF - Mind, Brain, and Education
IS - 2
ER -