The Pedagogy of the Body: Affect and Collective Individuation in the Classroom and on the Dancefloor

Autor/in	Gilbert, Jeremy
Titel	The Pedagogy of the Body: Affect and Collective Individuation in the Classroom and on the Dancefloor
Quelle	In: Educational Philosophy and Theory, 45 (2013) 6, S.681-692 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2012.723890
Schlagwörter	Teaching Methods; Educational Philosophy; Lecture Method; Exercise; Popular Culture; Affective Behavior; Learning Processes; Dance; Creativity; Audience Awareness; Reading; Knowledge Economy; Teacher Role; Music Activities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Übung; Popkultur; Affective disturbance; Active behaviour; Affektive Störung; Learning process; Lernprozess; Tanz; Kreativität; Leseprozess; Lesen; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Lehrerrolle; Musikalische Aktion
Abstract	Much recent work in the study of popular culture has emphasized the extent to which it is not only a site of signifying practices, myths, meanings and identifications, but also an arena of intensities, of affective flows and corporeal state-changes. From this perspective, many areas of popular culture (from calisthenics to social dance to video gaming) can be seen as sites at which rich and complex--if sometimes dangerous--processes of embodied learning/teaching take place. By comparison, the world of formal education can seem hopelessly clumsy in its inattention to such issues. From a personal perspective, I can attest that nothing surprises my students more than when I try to get them to think about the ergonomics of studying, or advise them that getting some exercise and cutting down on sugar will probably improve their work as much as further studying will, or when I advise graduate students that their mood and physical state will make as much difference to the quality of their lectures as will their level of formal preparation; and yet experience has convinced me of the accuracy of these assertions. I would aver that I have learned more about successful lecturing--in particular about the improvisational skill of "reading" a room, and adjusting an affective-informational flow accordingly--from DJing in dance clubs than from any formal training in pedagogy that I have received. What conclusions could be drawn from these observations, and how do they relate to existing strands of pedagogic theory? These are the questions which this article will ultimately seek to address. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10