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- W2179553640 abstract "Writing for the educational development of professional artistry is a wholetheme (body-mind) performance learning activity (PLA) encompassing the simultaneous integration of multiple intellectual, affective, emotional, biological, social, and behavioral sources. How do diverse sources come together to enable the body-mind PLA of writing? In this chapter, I discuss the field of biofunctional science that has been addressing this question. For decades, this approach has guided our teaching and research practices, building, in part, on the professional development model suggested by Schon (1983, 1987) in his books on the education of the reflective practitioner. Schon maintained that the professional development of teachers rested traditionally in the hands of the colleges-of-education researchers. Learners strive deliberately to internalize the disembodied (second-person) knowledge externally available from teachers, research scientists, and textbook authors. He argued that this path to professional development has caused a crisis of confidence in education. Therefore, educational practitioners must gain their knowledge-in-action—as they engage (first-person) in educational practice. Starting with Schon’s knowledge-(created)-in-action perspective, this chapter draws on more than three decades of educational practice and research to examine the contributions of people’s first-person biofunctional understanding, beyond those of psychological knowing, to writing for educational development of professional artistry." @default.
- W2179553640 created "2016-06-24" @default.
- W2179553640 creator A5023490415 @default.
- W2179553640 date "2016-01-01" @default.
- W2179553640 modified "2023-10-17" @default.
- W2179553640 title "Writing as a Body-Mind Performance Learning Activity for Educational Development of Wholetheme Professional Artistry" @default.
- W2179553640 doi "https://doi.org/10.1163/9789004264830_005" @default.
- W2179553640 hasPublicationYear "2016" @default.
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