Department of Teaching, Learning and Teacher Education

 

Date of this Version

June 2005

Comments

Published in Visual Arts Research 31:2 (2005), pp. 94–97. Copyright 2005 by the Board of Trustees of the University of Illinois. Used by permission.

Abstract

Each chapter foregrounds embodied significances for learners and learning. Contributing authors draw me into the text in different ways and with different purposes, but all with strong recursive waves rooted in themes of receptivity and relatedness. As I find myself experiencing these waves some are quiet reminders, some carry me away to new thinking, new ideas, and new experiences; some resonate deeply, while others awaken and enliven. Embodied understandings are elicited as I encounter myself within these waves. It is this self-encounter that makes the book so powerful. Gadamer's notion of foregrounding comes into play as concomitantly I engage the text and the text engages me. The ensuing mediation foregrounds encounters inhering in the sensible, creating a text that embodies the notion of embodiment as it enfleshes embodiment through the relationships of parts to whole to parts; the parts all linked, intended to be understood as a related whole.