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Wisdom in Education‐an Inquiry from the Perspective of Somatics
Frederick Matthias Alexander
In the new educational discourses of important international organizations, "body" again is absent. "Abstract thinking and knowledge" are still dominant issues. Such a phenomenon has its origins. From the tradition of ancient Greece, where the body and mind are divided, with the former being inferior, body in education has always been oppressed and excluded in purpose. Fortunately, the contemporary "body transition" has set off a wave in the humanities and social sciences. "Thinking through the body" has become a subject of general interest in anthropology, sociology, and philosophy. Some educationalists also share this view and examine educational activities and theories. Therefore, this study hopes to undertake such movement to speak for the body in educational discourse. This study conceptualizes body wisdom through Somatics as characteristics of autonomy acquired after awareness, process-oriented development and dialectics of self-interest and altruism. At the same time, it also sorts out the problems and views of the body of current school physical education and dance classes, coming up with the means to transform the curriculum through the guidance of Somatics. Furthermore, this research exposes the problem of repressing the body due to the pursuit of efficiency and order in the school culture. It is hoped that the repositioning of the teacher-student relationship by Somatics and the practice of mindfulness schools in psychology will bring about changes.
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