Transformative Education: An Embodied Learning Method

Simple item page
dc.contributor.authorFerguson, Fall
dc.date.accessioned2025-03-18T23:48:01Z
dc.date.available2025-03-18T23:48:01Z
dc.date.issued2008
dc.description.abstractThis paper introduces an Embodied Learning Method (ELM) for use in educational settings in which the overarching goals are to promote creativity and personal change in the learner. Because we are embodied beings, our experience of our bodies is the medium through which we attend to physiological, mental, and transpersonal experiences that contribute to personal change. Previous commentators in the fields of transformative and integral education have called for the incorporation of multiple ways of knowing into the learning process; the ELM answers this call. Key principles of the ELM include the human being as a unified whole; connected knowing; the first person agency of the learner; direct experience; flow; presence; and the "transformative self."
dc.identifier.urihttps://hdl.handle.net/20.500.11803/3010
dc.language.isoen
dc.publisher.institutionJohn F. Kennedy University (JFKU)
dc.titleTransformative Education: An Embodied Learning Method
dc.typeCapstone
thesis.degree.disciplineHolistic Health Education
thesis.degree.grantorJohn F. Kennedy University (JFKU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts in Holistic Health Education
Files
Collections
NU Masters and Dissertations (Restricted)