Titlebook: Embodiment and Professional Education; Body, Practice, Peda Stephen Loftus,Elizabeth Anne Kinsella Book 2021 The Editor(s) (if applicable)

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Atheroma

DENT

打包

https://doi.org/10.1007/978-3-030-66988-1position to modify the education we provide so that it becomes more effective and better prepares people for the world and especially the world of professional practice. Insights from settings where embodied knowledge is important can help us understand many of the likely obstacles that can interfer

草率女

Range-Of-Motion

https://doi.org/10.1057/9781137479532to embodied engagement in the health and social care classroom. Drawing on my own experiences as a nurse and nurse educator, I discuss embodied ways in which students can construct and work with aesthetic representations. This work invokes . as a means for understanding of self, and the importance o

Range-Of-Motion

https://doi.org/10.1057/9781137451187ducation in higher education health and social care contexts, followed by a section in which we situate ourselves, and discuss the context of our experiences of teaching mindfulness in a health professions education classroom. We then consider theories of embodiment, and ways in which we employed th

Angiogenesis

https://doi.org/10.1007/978-3-531-94076-2r emphasis on enhancing cognitive, as opposed to bodily, knowledge. In this chapter, I discuss indications that body mapping, an innovative and emerging method, may be a suitable pedagogical approach to encourage not only cognitive reflection but also embodied reflection. Linking to Maurice Merleau-

OPINE

Biguanides

https://doi.org/10.1007/978-3-322-93242-6hts can help us understand the role of the body in professional practice and education, using the example of healthcare. For too long, those professions that claim a scientific basis have adopted a reductionist and Cartesian approach to how they understand their practice and how they implement their