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Principles for embodied learning approaches

To be human implies to be a continuous and constant bodied being situated within an environment. The fluid interrelationship between the bodied being and the environment culminates in a multimodal bodymind. It is this bodymindedness that calls for embodied pedagogies. A significant scholarly discourse argues for, and underlines, the importance of embodied learning. Embodiment is defined in this article as ‘the deliberate and mindful simultaneous bodyminded engagement of the self with both the inner and outer environments.’ Embodied learning is argued to be ‘the deliberate use and recognition of multimodal bodymind activities and strategies to facilitate shifts in perspectives, perceptions, paradigms, behaviour and actions.’ This article begs the question: On what principles do pedagogues from different fields design embodied learning strategies? Nine principles of embodied learning are provided. The author argues that these principles form the bedrock for decision-making when designing embodied learning strategies.