This course will explore the importance of bringing the body to the act of research and to the integration of the arts in inquiry, education and art making. We will explore a visceral way of knowing and how embodiment can inform our lives as educators, researchers and artists.
This course will examine the scholarship on embodiment and its implications for the body as a site for knowledge and its relationship to contemplative education, specifically in the area of embodied ways of inquiry. Central to this course will be to look at embodiment from a philosophical perspective, a literary/poetic perspective and a visceral perspective rooted in movement, dance, walking and physicality in a variety of forms, and even our limitations. Particular attention will be given to the relationship between philosophies of the body and their relevance to us as researchers, educators, artists, and human beings. The mind-body dualism will be examined and its impact on how research is enacted, and how we enter the practice of teaching and reflect on our practice. The notion of “bodily attending” will be developed both for reflexivity, moving, writing, and pedagogy. This course will give opportunity to explore the various ways the body has been inscribed by political, social, and cultural factors. A major question will concern how an informed understanding of embodiment can have pragmatic influence on the way we experience knowledge and articulate knowledge and its importance for bodily mindfulness. The student will have opportunity to relate the notion of embodiment to his/her particular research and integrate performative, narrative and poetic writing to articulate knowledge, which is situated in bodily experience. The class will integrate galleries, performances and the natural world as part of the cultural lens where we will explore issues of embodiment. This course will be take advantage of a variety of venues within the Lower Mainland connected to our collaborative inquiry.