Descartes in a headstand: Introducing 'body-oriented pedagogy'
September 2, 2017 DOI: 10.31231/osf.io/g5cth_v1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper |
|---|---|
| Key points | Argues that a 'body-oriented pedagogy' based on Iyengar yoga can cultivate 'embodied mindfulness' by making the body the subject of attention and quieting the thinking mind, thereby reversing the Cartesian elevation of mind over body. Proposes this pedagogy yields 'education towards and in presence' and is compatible with both 'spiritual' and 'non-spiritual' school curricula. |
Abstract
This article's main theme is the conceptualization of a 'body-oriented-pedagogy' that unfolds a possibleaccount of 'how one learns from the body'. Based on B.K.S Iyengar's approach to yoga-posture practice,which is embedded in classical yoga's philosophy of 'mind', a 'body-oriented pedagogy' is depicted as apractice that seeks to incite 'embodied mindfulness'. The pedagogy trains one in turning 'body' into 'subject',thus quieting the 'thinking mind'. It is thus conceptualized as turning the Cartesian crowning of ‘mind’ over‘body’ upside down. This pedagogy is suggested as yielding 'education towards and in presence'. Presence ischaracterized as a mode of perceiving experience prior to the grid of language and concepts, enhancing one'sability to choose one’s action. Applying the grounding of pedagogy in ‘body’, the article then contributes tothe discourse involved in the incorporation of contemplative practice within schooling. 'Body-orientedpedagogy' is depicted as compatible with both 'spiritual' and 'non-spiritual' curriculum orientations.