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" Enactive teaching in higher education: Transforming academic participation and identity through embodied learning "
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566436
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| Personal Name - Primary Intelectual Responsibility
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Hocking, William Brent
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| Title and statement of responsibility
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Enactive teaching in higher education: Transforming academic participation and identity through embodied learning [Thesis]
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The University of British Columbia (Canada, 2004
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eng
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Ph.D.
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, The University of British Columbia (Canada
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| Summary or Abstract
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Enactive Teaching in Higher Education is a narrative exploration of embodied teaching in the university classroom based on the enactive view of cognition described by Francisco J. Varela, Evan Thompson, and Eleanor Rosch. On the surface, their philosophy is a heavily theoretical critique of epistemological dualism. More profoundly, it is an imaginative proposition for reinventing ourselves as human beings by acknowledging the participatory nature of perception, how reflection-as-experience implicates us in relationships that determine our most fundamental senses of identity..
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TL
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Latin Dissertation
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