000			04215nam a22005055i 4500
001			978-1-4020-4588-2
003			DE-He213
005			20251006084511.0
007			cr nn 008mamaa
008			100301s2006 ne | s |||| 0|eng d
020			_a9781402045882
020			_a99781402045882
024	7		_a10.1007/1-4020-4588-3 _2doi
082	0	4	_a378 _223
100	1		_aO'LOUGHLIN, MARJORIE. _eauthor.
245	1	0	_aEMBODIMENT AND EDUCATION _h[electronic resource] / _cby MARJORIE O'LOUGHLIN.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_aVII, 189 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aPhilosophy and Education, _x0923-9065 ; _v15
505	0		_aThe Scopic Regime and the Ordering of the World -- Creatural Embodiment -- Working Bodies -- Emotion, Sociality and Embodiment -- Embodied Citizenship.
520			_aDiscursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence'. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity', in which place-based existence is understood anew. The educational implications of focusing on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as a mere organism or entity. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocular centrism that is characteristic of contemporary culture. With its strong philosophical anchoring and its judicial use of interdisciplinary sources this book will appeal to both undergraduate and graduate students and their teachers not only in the field of philosophy of education but those from many others disciplines. It will also interest primary and secondary school teachers, curriculum designers and education policy makers. 'Marjorie O'Loughlin shows in this book that embodiment ought to be central to human hopes to be whole persons, who are not merely productive but who are also expressive of our potentiality. Her 'creatural existence' grounds this in our fleshly selves, and she explores it through the emotions, through work, and through citizenship. Her achievement here is profound: in one book, we find an interdisciplinary account of the evidence for creatural existence, presented accessibly in first-person philosophical narrative, based mainly on Merleau-Ponty. If bodies matter more than ever in everyday life, educators should start with our fleshly selves and move creatively forward. O'Loughlin points out the direction...and pushes us persuasively: you can feel the nudge!' David Beckett, Associate Professor, Faculty of Education, University of Melbourne
650		0	_aEDUCATION.
650		0	_aEDUCATION _xPHILOSOPHY.
650		0	_aEDUCATION, HIGHER.
650		0	_aHUMANITIES.
650	1	4	_aEDUCATION.
650	2	4	_aHIGHER EDUCATION.
650	2	4	_aEDUCATIONAL PHILOSOPHY.
650	2	4	_aEDUCATION (GENERAL).
650	2	4	_aPHILOSOPHY.
650	2	4	_aINTERDISCIPLINARY STUDIES.
650	2	4	_aPHILOSOPHY OF EDUCATION.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402045875
830		0	_aPhilosophy and Education, _x0923-9065 ; _v15
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-4588-3 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c60930 _d60930