'At school with the body', or why it is (still) necessary to reintegrate the body-mind dichotomy in formal educational settings
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_18Keywords:
School, Body, Emotion, Relation, OutdoorAbstract
Although numerous examples of good practices and didactic innovations exist, the Italian school system is still often characterized by a rigid separation between mind and body—where the latter is rendered almost entirely invisible—as well as between learning and movement, serious time and play time. This fragmentation deprives students of essential experiences for harmonious development, which integrates knowledge, self-expression, and interpersonal relationships. It is necessary to deconstruct the idea of school as a Panopticon of disembodied minds, and to recompose the dichotomous fractures that run through it. In this regard, outdoor education—among other approaches—offers meaningful insights, revealing itself in a Bertinian sense as “inattuale”, while promoting psycho-physical well-being, authentic learning, and meaningful relationships. However, for this shift in perspective—one that re-centers the body and experiential dimension within education—to be effective and systemic, it cannot rely solely on the efforts of individual teachers. Substantial financial investment, redesign of educational spaces and materials, targeted policy interventions, and a renewal of university-level teacher training are all required.
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