The paper talked embodied learning through geometry in mathematics. It is almost like linking math with arts in a sense as the author portrays the beautify in geometric shapes and elegance in mathematics equations that describes the surfaces and motion paths. In physics embodied learning plays a big role too. From student feeling momentum to physicists searching for the Grand Unify Theory. It is at times important for students to sense as a part of learning. I do argue, however, that it may not be the best method for everyone.
Feeling is a very personal experience. Embodied learning requires student to feel the presence of beauty and elegance, some may not know how to feel. It is no question that for the students who have strong inclination for sensing that embodied learning is an important component; some other student, on the other hand, can feel lost in the process.
One of the embodied learning experience that strikes me is star gazing, the experience is in-comparable to watching Stalarium (a simulation software) or reading a star map. The feeling of underneath the dome surrounded by star is very inspiring for me. I even dedicated myself to start an institution one day for every students to are interested in the experience. I do know many people, however, who do not think the process is valuable and will rather use their time in sleeping.
Embodied learning can be applied to many discipline, to different degrees of effectiveness. When I teach the violin or coach tennis for example, embodied learning is a must, no one can learn tennis or play the violin by just reading books. If we incorporate embodied learning in Social Studies, I can imagine taking students to a field where historical battle happened- for some student they can "see" the battle happening again while other may just see nothing but a grass field.
I would say embodied learning is a power tool for learning, but it is difficult to apply to every student (in physics). There are also specific topics that may be useful to use the embodied learning and other topics that are not as much suitable.
Feeling is a very personal experience. Embodied learning requires student to feel the presence of beauty and elegance, some may not know how to feel. It is no question that for the students who have strong inclination for sensing that embodied learning is an important component; some other student, on the other hand, can feel lost in the process.
One of the embodied learning experience that strikes me is star gazing, the experience is in-comparable to watching Stalarium (a simulation software) or reading a star map. The feeling of underneath the dome surrounded by star is very inspiring for me. I even dedicated myself to start an institution one day for every students to are interested in the experience. I do know many people, however, who do not think the process is valuable and will rather use their time in sleeping.
Embodied learning can be applied to many discipline, to different degrees of effectiveness. When I teach the violin or coach tennis for example, embodied learning is a must, no one can learn tennis or play the violin by just reading books. If we incorporate embodied learning in Social Studies, I can imagine taking students to a field where historical battle happened- for some student they can "see" the battle happening again while other may just see nothing but a grass field.
I would say embodied learning is a power tool for learning, but it is difficult to apply to every student (in physics). There are also specific topics that may be useful to use the embodied learning and other topics that are not as much suitable.
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