Abstract
Embodied knowledge, the focus of this book, represents a sea change in perspectives on body and mind and their relationship to instruction and curriculum. As this volume demonstrates, philosophers and researchers have begun to sketch out these implications from theoretical and empirical perspectives. However, there is little available yet in the form of thick descriptions of school life that explore the relationship between theories of embodied knowledge and the enacted curricula.1
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Davidson, J. (2004). Embodied Knowledge: Possibilities and Constraints in Arts Education and Curriculum. In: Bresler, L. (eds) Knowing Bodies, Moving Minds. Landscapes: the Arts, Aesthetics, and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2023-0_13
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