Uddannelsesfilosofi og uddannelsesteori

Embodied Education is our vision for an educational paradigm based on wellbeing, co-regulation and creativity. We advocate for body-first, relational and embodied approaches in organisations and communities.We write this book as a neurotypical and neurodivergent, male and female partnership, offering a diverse yet complimentary compendium of ideas and experience. We endeavour to fuse masculine and feminine energetics and models of leadership, through a union of mind, body and heart led direction.Our aims are to support a shift in culture to an embodied, holistic model of learning, facilitating and sharing, by raising awareness, supporting curiosity and suggesting alternatives and solutions. We champion the creation of spaces which are trauma-informed and neurodivergent, sensory and nervous system friendly. We support, celebrate and encourage individuality, divergence and innovation, alongside exploration, discovery and imagination. We consider intuition, in addition to metacognition and critical thinking, to be a go to point of reference and above all else, we believe gut instinct has the final say.Who is this manual for?This manual is for:· Anyone who holds space, one-on-one or in a group setting.· Anywhere space holding, facilitation, education or learning takes place.· Anywhere information is exchanged.This includes (but isn't limited to) the following venues and arenas: schools, universities, youth work, teaching, home-schooling, unschooling, health and social care services, wellness, women's circles, men's groups, self-development, night classes, befriending services, charities, social justice, parenting, holistic health and therapeutic settings, religion and spiritual spaces.The information and approaches in this book can be used by an individual, a group or a whole organisation.

This book addresses issues related to ethics and the scholarship of teaching and learning, and pays special attention to ethical concerns and experiences that have arisen from engaging in Scholarship of Teaching and Learning (SoTL) work. The book draws on a range of research projects, theoretical frameworks and narrative experiences to provide multiple perspectives of how meaning is made of research ethics in SoTL, academic community and REB partnerships, experiences of Students as Partners in SoTL, and ethically-minded approaches to teaching, learning and inquiry. Specifically, this edited book includes ethical practices that have become increasingly expansive in an ever-evolving academic environment such as navigating pandemic pedagogy and data ownership due to increased online content. In addition, contributions pertaining to academic community partnerships between REBs and faculty detail realistic narratives and lessons learned about how higher education can become more equitable, diverse and inclusive. Subsequently, decolonial ethics for teaching and learning in higher education, as well as participatory parity, exemplify the need for SoTL practitioners to be responsive to the social and cultural realities of a global context in ways that address social inequities and social responsibility. Relational ethics by way of student perspectives on vulnerability and classroom-based SoTL research underscore the need for students to be taught about their own agency as a means of providing student voice within SoTL work. Lastly, this book celebrates how ethically-minded approaches to teaching, learning and inquiry uncover strategies and pedagogy that encourage concepts such as ethical imagination and systems and design thinking practices.