The embodied narrative nature of learning : nurture in school

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Delafield-Butt, Jonathan T. and Adie, Jillian (2016) The embodied narrative nature of learning : nurture in school. Mind, Brain, and Education, 10 (2). pp. 117-131. (https://doi.org/10.1111/mbe.12120)

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Abstract

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.

ORCID iDs

Delafield-Butt, Jonathan T. ORCID logoORCID: https://orcid.org/0000-0002-8881-8821 and Adie, Jillian ORCID logoORCID: https://orcid.org/0000-0003-4479-7632;
  • Item type:Article
    ID code:56941
    Dates:
    Date
    Event
    27 June 2016
    Published
    15 June 2016
    Accepted
    Notes: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).
    Subjects:Education > Theory and practice of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:12 Jul 2016 10:30
    Last modified:19 Dec 2024 01:18
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/56941
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