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Subjectivity and the experiencing bo...

Simon, Shelley.

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Subjectivity and the experiencing body: Toward an ecological foundation for adult learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Subjectivity and the experiencing body: Toward an ecological foundation for adult learning./
作者:	Simon, Shelley.
面頁冊數:	427 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2900.
Contained By:	Dissertation Abstracts International59-08A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9904058
ISBN:	0599014342

Subjectivity and the experiencing body: Toward an ecological foundation for adult learning.
Simon, Shelley.

Subjectivity and the experiencing body: Toward an ecological foundation for adult learning. - 427 p.

Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2900.

Thesis (Ed.D.)--Portland State University, 1998.

This theoretical study critically examines the relationship between modern subjectivity and adult learning as framed by Cartesian epistemology. Through examining the construction of subjectivity, historically and culturally, and by problematizing the modern experience of learning, this study then reformulates and offers an alternative conceptualization that re-embeds the subject within the body, culture, and natural environment. Part one, The Cartesian Divide in Adult Learning, examines how the modern form of subjectivity has significantly determined the nature of learning theory and educational practice, guided by an ideal of autonomy and instrumentality in both reason and action. Despite the influence of critical and feminist perspectives on mainstream adult learning discourse, learning is largely transacted as a disembodied, rational, and competence-based activity of a self-directed, life-long learner. The separation of mind/body is a continued outgrowth of the Cartesian subject/object dichotomy that fosters an anti-somatic bias in Western education. Viewing the body as object, abstracted, decontextualized, and uprooted from place, learners are unaware of the inherent wisdom of the "experiencing body" as both subject and way of knowing.

ISBN: 0599014342Subjects--Topical Terms:

783746
Education, Philosophy of.

Subjectivity and the experiencing body: Toward an ecological foundation for adult learning.
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500 $a Adviser: Dilafruz Williams.
502 $a Thesis (Ed.D.)--Portland State University, 1998.
520 $a This theoretical study critically examines the relationship between modern subjectivity and adult learning as framed by Cartesian epistemology. Through examining the construction of subjectivity, historically and culturally, and by problematizing the modern experience of learning, this study then reformulates and offers an alternative conceptualization that re-embeds the subject within the body, culture, and natural environment. Part one, The Cartesian Divide in Adult Learning, examines how the modern form of subjectivity has significantly determined the nature of learning theory and educational practice, guided by an ideal of autonomy and instrumentality in both reason and action. Despite the influence of critical and feminist perspectives on mainstream adult learning discourse, learning is largely transacted as a disembodied, rational, and competence-based activity of a self-directed, life-long learner. The separation of mind/body is a continued outgrowth of the Cartesian subject/object dichotomy that fosters an anti-somatic bias in Western education. Viewing the body as object, abstracted, decontextualized, and uprooted from place, learners are unaware of the inherent wisdom of the "experiencing body" as both subject and way of knowing.
520 $a Part two, Toward an Ecological Foundation for Adult Learning, establishes the basis for reconceptualizing subjectivity as ecological and learning as embodied. Highlighting the contextual and phenomenological nature of the learning experience, including its cultural and tacit levels, the importance of embodiment to the theoretical and practical dimensions of adult education emerges. Through extension of a Batesonian perspective for understanding the subject or learner as part of an inclusive system of culture and the natural environment, subjectivity and learning are reconceptualized as participatory, embodied, and interactive with the intelligence immanent in the entire system. When mindful attention to embodied experience is cultivated, new ways to consider learning, epistemology, and moral education become available that are more culturally and ecologically grounded. With the recovery of embodied learning in daily life, relationship, and community, adult education can serve a purpose beyond the objectives of a techno-information economy and provide opportunities that both necessitate and cultivate a very different kind of relationship between subjectivity and learning--one of sustainability and interdependence.
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