The BODY Matters examines the potential of embodied learning as a transformative pedagogical approach. By integrating embodied learning practices, the project seeks to create a holistic educational environment that enhances the physical and mental well-being of educators and students.
A holistic educational environment for greater well being and resilience
The BODY Matters project aims to address growing concerns about the physical and mental health of educators and students while they navigate the challenges of increasing workloads amidst budget cuts to higher education. These challenges can manifest in bodily symptoms such as long-term illnesses and heightened stress responses among educators and students. However, the role of the body in learning, is often overlooked, leading to a disconnect between the body and mind. This is particularly problematic when students and teachers face complex social and environmental challenges and a fast-changing society. Embodied learning strengthens the connection between the body and mind, supports system awareness, and fosters a deeper understanding of the body's role in learning. The BODY Matters will work towards holistic educational environment promotes well-being and resilience.
Objectives of the Body Matters project:
1. To increase the use of embodied learning at the VU by integrating Social Presencing Theater (SPT) practices into teacher training programs and student workshops.
2. To support teachers and students in developing system awareness through embodied learning, helping them navigate complex societal challenges.
3. To enhance the physical and mental well-being of educators and students by fostering a deeper understanding of the body's importance in learning.
4. To create a culture of awareness and resilience in educational environments by making space for embodied learning and well-being in curricula.
A qualitative exploration of participant experience
The BODY Matters project employs a phenomenological approach grounded in ethnographic methods to capture and understand the experiences and perceptions of educational stakeholders regarding embodied learning. This qualitative approach is chosen because it allows for an in-depth exploration of personal experiences, perceptions, and interpretations from those directly involved in the project. Methods such as non-participant observation, semi-structured interviews, focus groups, and informal interviews/reflective conversations are used to gather data.
Athena’s role
Together with colleagues from CTL and FSW, we will create a few workshops on embodied learning, drawing on Social Presencing Theater practices, and offer these to both students and teachers. Their experiences will be captured by non-participant observation, semi-structured interviews, focus groups, and informal interviews/reflective conversations. Our findings will shed more light on how we can integrate embodied learning into our current curricula.