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Learning to Make Sense: Interdisciplinary Perspectives on Sensory Education and Embodied Enculturation

Thyssen, G and Grosvenor, I (2019) Learning to Make Sense: Interdisciplinary Perspectives on Sensory Education and Embodied Enculturation. The Senses and Society, 14 (2). pp. 119-130. ISSN 1745-8927

Learning to Make Sense Interdisciplinary Perspectives on Sensory Education and Embodied Enculturation.pdf - Accepted Version

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In this introductory essay we examine through a ‘temporally inflected lens’ some of the complex entanglements of learning, senses, and sense making; body-sensory experience and practice; and culture and society. We thereby aim to bring into dialogue inter-/multisensorial approaches to education as a project and praxis and processes of ‘enculturation’, which have always, in one way or the other, involved ‘embodied’ learning (and imaginaries thereof), rather than mere ‘mental processing’. We first situate the ‘turn’ to the senses, across a range of disciplinary fields, brought on by a growing interest in ‘modes of meaning-making’, including the visual, aural, audio-visual, material, bodily, and spatial. Secondly, we investigate the explanatory potential of enculturation and embodiment as seemingly entangled notions. From this, we derive the concept of ‘embodied enculturation’ for the study of situated, historical entanglements of sensory learning and education. We link this proposed research paradigm to incisive scholarship on ‘cultural learning’ through sensorial lenses, after which we tease out six key questions or concerns emerging from a review of relevant, recent research. These key concerns help to contextualize state-of-the-art ‘sensuous education scholarship’ introduced in the final section of the article and elaborated further in the ensuing contributions to this special issue.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in The Senses and Society on 01/07/19, available online: http://www.tandfonline.com/10.1080/17458927.2019.1621487
Uncontrolled Keywords: embodiment; sensorial cultural learning; embodied enculturation; temporally inflected research; sensuous education scholarship; history of education
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
Divisions: Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 06 Sep 2019 09:26
Last Modified: 04 Sep 2021 08:54
DOI or ID number: 10.1080/17458927.2019.1621487
URI: https://researchonline.ljmu.ac.uk/id/eprint/11309
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