{'fraction_non_alphanumeric': 0.015592515592515593, 'fraction_numerical': 0.0, 'mean_word_length': 5.595890410958904, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Bodily grounds of learning: embodying professional practice in biotechnology

ABSTRACT Although ever present, the way in which the body is implicated in learning has received scant attention in the research literature to date. A particular area of neglect relates to the significance of the perceiving, feeling, motile body in learning to enter the professions. The philosophical-empirical inquiry in this article targets this neglected area of research. Its purpose is to explore what is entailed in learning to embody skilful performance by aspiring professionals in the context of the recently prominent, highly technologised field of biotechnology. Exploring learning with and through the lived body, as students endeavour to enact the practice of biotechnology, highlights features of the bodily grounds of learning. Based on this inquiry, theoretical and educational implications are identified for understanding and promoting learning for the professions.