Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis (PEA) and a model of situated epistemic relations (SER) to investigate the learning of body techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations (SAR) to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom.

Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The use and elaboration of transactionalism is grounded in philosophical inquires and in empirical analyses of practices in formal and informal settings including values education, early childhood education, biology education, museum education, coding and computer science, Oceanographic and Atmospheric study, policy reform, play, and the Covid-19 pandemic.

Features productive (re)interpretations of 21st century experience using the lens of Dewey’s Art as Experience, through putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text.

Contemporary ways of understanding human movements, specifically movement learning, are heavily dominated by individualistic, dualistic and mechanistic perspectives. These perspectives are individualistic in the sense that in research as well as in educational practice movements/movers are typically decontextualized, they are dualistic in the sense that the body is taken to be ‘inhabited’, even ‘governed,’ by a rational mind which is not itself a part of that body; and they are mechanistic in the sense that movements and movement learning can be ‘calculated’. This approach has supported the dominance of a westernised and predominantly white, masculinised and heteronormative view of able bodies, embodiment and movements. Hence, it has contributed to marginalise not only other approaches and perspectives and individuals. New research has evolved, including new approaches and these held perspectives have been challenged by social and culturally sensitive, holistic as well as pluralistic, and dynamic/organic perspectives of human movements and moving humans. Examples of such research can be found in disciplines such as; physical education and pedagogy, ethnography, philosophy, and sociology. Learning Movements: New Perspectives of Movement Education provides the societal and epistemological background for these new approaches and will be essential in disseminating this knowledge to movement educators, academics and researchers as well as professionals within education, sports, health and fitness, dance, outdoor activities, etc., and that it will spearhead new and inclusive practices within these settings.

This book provides an authoritative, yet accessible guide to the Philosophy of Education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general "perennial" issues in philosophy and issues of more contemporary concern. Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues. The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education.

The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. ‘Introducing the Body in Professional Practice, Learning and Education’; II. ‘Thinking with the Body in Professional Practice’; III. ‘The Body in Question in Health Professional Education and Practice’; IV. ‘Concluding Reflections’. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments. eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

This edited volume is the first publication to tackle the issue of researching human-technology relations from a methodological postphenomenological perspective. While the ‘traditional’ phenomenology of the 20th century, with figures like Husserl, Heidegger and Merleau-Ponty, provided valuable insights into the formal structures of essence, being and embodiment, etc. their mode of philosophizing mostly involved abstract ‘pure’ thinking. Although rooted in this tradition, the postphenomenological approach to the study of human-technology relations emphasizes the “empirical turn” and interdisciplinary work in the field of philosophy – and reaches out to other disciplines like anthropology, education, media studies, and science and technology studies (STS). The contributors discuss what it means for the field of postphenomenology to be empirically based and what kind of methodology is required in order for researchers to go out and study human-technology relations in this perspective. In many disciplines, methodology refers to the analytical approach taken – e.g. the analytical concepts you employ to make an analysis; in postphenomenology, these might include concepts such as multistability, variation, or mediation. In a discipline like anthropology, it also refers to reflections over the methods researchers use to approach an empirical field. Methods can include interviews of different kinds, participant observations, surveys, and auto-ethnography. Furthermore, methodology can include ethical issues tied to doing research in an empirical field. These practical aspects are not separate from, but rather connected to, theoretical approaches. This book ties together the methods, ethics, and theories of postphenomenology in a groundbreaking volume on methodology. With postphenomenological studies of education, digital media, biohacking, health, robotics, and skateboarding as points of reference, the authors of this volume, in twelve chapters, provide new perspectives on what a comprehensive postphenomenological research methodology must consist of.

Embodiment of Musical Creativity offers an innovative look at the interdisciplinary nature of creativity in musical composition. Using examples from empirical and theoretical research in creativity studies, music theory and cognition, psychology and philosophy, performance and education studies, and the author’s own creative practice, the book examines how the reciprocity of cognition and performativity contributes to our understanding of musical creativity in composition. From the composer’s perspective the book investigates the psychological attributes of creative cognition whose associations become the foundation for an understanding of embodied creativity in musical composition. The book defines the embodiment of musical creativity as a cognitive and performative causality: a relationship between the cause and effect of our experience when composing music. Considering the theoretical, practical, contextual, and pedagogical implications of embodied creative experience, the book redefines aspects of musical composition to reflect the changing ways that musical creativity is understood and evaluated. Embodiment of Musical Creativity provides a comparative study of musical composition, in turn articulating a new perspective on musical creativity.