ABSTRACT Background: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey’s conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns. Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others. Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling.

中文翻译：

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具身经验：杜威对当代教育的批判性见解

摘要 背景：反映了对身体在教育中重要性的跨学科兴趣的增加，本文认为，更好地理解约翰杜威的经验和习惯的概念化将有益于当代与理论和实践相关的问题。证据来源和主要论点：本文借鉴了约翰·杜威（John Dewey）对经验本质和习惯性身体的实用主义认识论见解。在此过程中，本文强调了具体体验如何成为实现各种教育目标的核心。其中包括学生意识到具体学习实践可以在塑造他们的身份以及他们与他人共享的文化和学校环境方面发挥重建作用的环境。结论：