Learning to make sense: interdisciplinary perspectives on sensory education and embodied enculturation

In this introductory essay we examine through a 'temporally inflected lens' some of the complex entanglements of learning, senses, and sense making; body-sensory experience and practice; and culture and society. We thereby aim to bring into dialogue inter-/multisensorial approaches to educ...

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Published inThe senses & society Vol. 14; no. 2; pp. 119 - 130
Main Authors Thyssen, Geert, Grosvenor, Ian
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.05.2019
Taylor & Francis Ltd
Subjects
Education
embodied enculturation
Embodiment
Enculturation
history of education
Interdisciplinary aspects
Interdisciplinary education
Learning
Sensemaking
Senses
sensorial cultural learning
Sensory perception
sensuous education scholarship
temporally inflected research
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Abstract In this introductory essay we examine through a 'temporally inflected lens' some of the complex entanglements of learning, senses, and sense making; body-sensory experience and practice; and culture and society. We thereby aim to bring into dialogue inter-/multisensorial approaches to education as a project and praxis and processes of 'enculturation', which have always, in one way or the other, involved 'embodied' learning (and imaginaries thereof), rather than mere 'mental processing'. We first situate the 'turn' to the senses, across a range of disciplinary fields, brought on by a growing interest in 'modes of meaning-making', including the visual, aural, audio-visual, material, bodily, and spatial. Secondly, we investigate the explanatory potential of enculturation and embodiment as seemingly entangled notions. From this, we derive the concept of 'embodied enculturation' for the study of situated, historical entanglements of sensory learning and education. We link this proposed research paradigm to incisive scholarship on 'cultural learning' through sensorial lenses, after which we tease out six key questions or concerns emerging from a review of relevant, recent research. These key concerns help to contextualize state-of-the-art 'sensuous education scholarship' introduced in the final section of the article and elaborated further in the ensuing contributions to this special issue.
AbstractList In this introductory essay we examine through a 'temporally inflected lens' some of the complex entanglements of learning, senses, and sense making; body-sensory experience and practice; and culture and society. We thereby aim to bring into dialogue inter-/multisensorial approaches to education as a project and praxis and processes of 'enculturation', which have always, in one way or the other, involved 'embodied' learning (and imaginaries thereof), rather than mere 'mental processing'. We first situate the 'turn' to the senses, across a range of disciplinary fields, brought on by a growing interest in 'modes of meaning-making', including the visual, aural, audio-visual, material, bodily, and spatial. Secondly, we investigate the explanatory potential of enculturation and embodiment as seemingly entangled notions. From this, we derive the concept of 'embodied enculturation' for the study of situated, historical entanglements of sensory learning and education. We link this proposed research paradigm to incisive scholarship on 'cultural learning' through sensorial lenses, after which we tease out six key questions or concerns emerging from a review of relevant, recent research. These key concerns help to contextualize state-of-the-art 'sensuous education scholarship' introduced in the final section of the article and elaborated further in the ensuing contributions to this special issue.
Author Grosvenor, Ian
Thyssen, Geert
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  surname: Grosvenor
  fullname: Grosvenor, Ian
  organization: School of Education, University of Birmingham
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Snippet In this introductory essay we examine through a 'temporally inflected lens' some of the complex entanglements of learning, senses, and sense making;...
In this introductory essay we examine through a ‘temporally inflected lens’ some of the complex entanglements of learning, senses, and sense making;...
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SubjectTerms Education
embodied enculturation
Embodiment
Enculturation
history of education
Interdisciplinary aspects
Interdisciplinary education
Learning
Sensemaking
Senses
sensorial cultural learning
Sensory perception
sensuous education scholarship
temporally inflected research
Title Learning to make sense: interdisciplinary perspectives on sensory education and embodied enculturation
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