Teaching embodied knowledge through narratives
Frontiers in Education August 26, 2026 Roland Messmer, Katja Schönfeld
This paper examines how embodied knowledge can be understood and taught across school subjects by dissolving the enduring body–mind dualism rooted in classical philosophy. Drawing on Dewey's critique of this dualism and his concept of a body–mind continuum, the authors situate physical education (PE) as a paradigmatic case for exploring embodied knowledge in teaching and learning. Historically,...