Embodied and Enactive Creativity: Moving beyond the Mind-Body Dichotomy in School Education
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| Title: | Embodied and Enactive Creativity: Moving beyond the Mind-Body Dichotomy in School Education |
|---|---|
| Language: | English |
| Authors: | Anne Bertin-Renoux (ORCID |
| Source: | Journal of Creative Behavior. 2025 59(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Creativity, Human Body, Foreign Countries, Physical Education, Colonialism, Indigenous Knowledge, Cognitive Processes, Power Structure, Teacher Student Relationship, Educational Experiments, Educational Practices, Non Western Civilization |
| Geographic Terms: | France |
| DOI: | 10.1002/jocb.651 |
| ISSN: | 0022-0175 2162-6057 |
| Abstract: | This study explores the ways in which embodied creativity is conceived and implemented in french schools through the study of a corpus of professional articles published since the 1960s in a journal dedicated to physical education. The analysis focuses on pedagogical experiments to foster bodily creativity carried out in primary schools, as part of a wide-ranging educational reform during the 1970s. Those practices mark a radical break with the grammar of schooling whose worldwide spread is linked to the colonial expansion of western Europe. They revealed many similarities with indigenous pedagogies through the willingness to go beyond the mind-body dichotomy, to value a sensitive and intuitive body, to anchor knowledge in lived experience and to move from a top-down relationship between teacher and pupil to a more horizontal one. The 1980s marked a return to more traditional methods, but these pedagogical experiments nurtured a conception of embodied and enactive creativity that sought to go beyond a western vision of the body, of action and of the relationship with the world in school education. The convergences with non-western pedagogies underline the interest of these approaches to explore and foster embodied and enactive creativity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462035 |
| Database: | ERIC |
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| Abstract: | This study explores the ways in which embodied creativity is conceived and implemented in french schools through the study of a corpus of professional articles published since the 1960s in a journal dedicated to physical education. The analysis focuses on pedagogical experiments to foster bodily creativity carried out in primary schools, as part of a wide-ranging educational reform during the 1970s. Those practices mark a radical break with the grammar of schooling whose worldwide spread is linked to the colonial expansion of western Europe. They revealed many similarities with indigenous pedagogies through the willingness to go beyond the mind-body dichotomy, to value a sensitive and intuitive body, to anchor knowledge in lived experience and to move from a top-down relationship between teacher and pupil to a more horizontal one. The 1980s marked a return to more traditional methods, but these pedagogical experiments nurtured a conception of embodied and enactive creativity that sought to go beyond a western vision of the body, of action and of the relationship with the world in school education. The convergences with non-western pedagogies underline the interest of these approaches to explore and foster embodied and enactive creativity. |
|---|---|
| ISSN: | 0022-0175 2162-6057 |
| DOI: | 10.1002/jocb.651 |
