Engaged pedagogy fuses mind, body, and spirit rather than teaching only through the mind

Evidence

We will see students move from apathetic unawareness to dawning understanding to full-out activism if we are careful to lay out paths of learning that help them develop the values, skills, and attitudes they need. It is essential that we engage their hearts, minds, and hands. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1910 (#corroborates, via linked claim)

Professors rarely speak of the place of eros or the erotic in our classrooms. Trained in the philosophical context of Western metaphysical dualism, many of us have accepted the notion that there is a split between the body and the mind. Believing this, individuals enter the classroom to teach as though only the mind is present, and not the body. To call attention to the body is to betray the legacy of repression and denial that has been handed down to us by our professorial elders, who have been usually white and male. But our nonwhite elders were just as eager to deny the body. The predominantly black college has always been a bastion of repression. The public world of institutional learning was a site where the body had to be erased, go unnoticed. — bell hooks, Teaching to Transgress, 381 (#expands, via linked claim)

But this resonance effect can only be realized in the synchrony necessary to the correct working of affective harmonization and collective improvisation. From which comes a second MAXIM OF CORPORAL PRESENCE: only presential interaction directly uniting resonant bodies can optimize pedagogical practice. We saw why in the preceding paragraphs: in the same way that email disfigures the subtlety of the interpersonal modifications that come about in face-to-face conversation, research gestures are reduced to caricatures of themselves when one tries to distribute them preserved in videos, theoretical formalizations or methodological principles. — Yves Citton, The Ecology of Attention, 286 (#exemplifies, via linked claim)

Categorization

• XREF: connects to: A teacher’s conduct, not just content, determines whether liberatory pedagogy lands — bell hooks, Teaching to Transgress: Education as…, 281; Including personal experience transforms pedagogy more than radical curriculum alone — bell hooks, Teaching to Transgress: Education as…, 282; Genuinely engaged teaching exhausts the spirit and demands structural support — bell hooks, Teaching to Transgress: Education as…, 402 (+4 more)

Broader Connections

• Learning paths must engage students’ hearts, minds, and hands to end apathy #corroborates (0.88) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1910
• Western metaphysical dualism drives the erasure of the body in academic teaching #expands (0.85) — bell hooks, Teaching to Transgress, 381
• Sync and body-presence are required for affective resonance in teaching #exemplifies (0.82) — Yves Citton, The Ecology of Attention, 286
• Genuinely engaged teaching exhausts the spirit and demands structural support #complicates (0.78) — bell hooks, Teaching to Transgress, 402