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Embodied Experience in Educational Practice and Research

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Abstract

The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up by an introduction of some central concepts in Merleau-Ponty’s own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience.

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  1. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, 405 30, Gothenburg, Sweden

    Jan Bengtsson

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  1. Jan Bengtsson
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Correspondence to Jan Bengtsson.

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Bengtsson, J. Embodied Experience in Educational Practice and Research. Stud Philos Educ 32, 39–53 (2013). https://doi.org/10.1007/s11217-012-9328-1

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