- The matter of being: knowing bodies and 'mental' health
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- Knowing Bodies, Moving Minds - Liora Bresler - Bok () | Bokus
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Description How does sense perception contribute to human cognition? How did the Byzantines understand that contribution?
- Knowing Bodies, Moving Minds;
- Knowing Bodies, Moving Minds Towards Embodied Teaching and Learning.
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- Knowing Bodies, Passionate Souls?
Byzantine culture in all its domains showed deep appreciation for sensory awareness and sensory experience. The senses were reckoned as modes of knowledge--intersecting realms both human and divine, bodily and spiritual, physical and intellectual. Scholars have attended to aspects of sight and sound in Byzantine culture, but have generally left smell, taste, and touch undervalued and understudied. Through collected essays that redress the imbalance, the contributors explore how the Byzantines viewed the senses; how they envisaged sensory interactions within their world; and how they described, narrated, and represented the senses at work.
The result is a fresh charting of the Byzantine sensorium as a whole. Other books in this series.
The matter of being: knowing bodies and 'mental' health
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Learn about new offers and get more deals by joining our newsletter. Sign up now. Follow us. The afternoon workshop was remarkable in that although many participants were uncomfortable and some even resistant to the form of reception the students, weareamovementnotacollective. This progressed seamlessly into an interactive performance by the students, where it became increasingly clear why we had all had been given individual numbers.
Knowing Bodies, Moving Minds - Liora Bresler - Bok () | Bokus
A powerful and insightful performance began, ending with confused and nonplussed participants. The discussion afterwards was characterized by an intense focus on aspects of social exclusion tied to notions of identity, exploring whose and what knowledge is seen as valuable within the institution and whether there is an institutional sense of urgency in these matters.
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Many students shared painful and frustrating accounts of being made to feel surplus to requirements, not being taken seriously and not feeling as if the academy is a safe space for them to be in. Participants were also struck by their own rule conforming behaviour during the workshop which led to a general reflection on the difficulties of changing systems when we seem so happy or preprogrammed to uncritically follow instructions.
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The presentation of the publication and how the project WdKA Makes a Difference developed was the focus of the early evening session. This session explored the urgency of incorporating the alternative bodies of knowledge into the curriculum, ones that would confirm the value students from diverse heritages bring to the education system.
Discussing how issues of racism and white privilege within the institute need to be more embedded within the broader curriculum.