ABSTRACT Various “turns” within human geography (“emotional”, “sensory”, “experimental”, and “creative”) have highlighted the role that the senses play in our embodied and emotional experiences of place, and the need for more sensuous scholarly practices. Resulting work has enriched the discipline theoretically and methodologically, however, the same cannot be said for our pedagogy. Drawing on data relating to one undergraduate Honours option course, this paper highlights the powerful role that sensorially engaged pedagogy can play in transforming the awareness and understanding of geography students. It focuses, in particular, on methods of emphasising the embodied, emplaced and individually constructed nature of knowledge, the critical potential of play in the learning process, and how students might be emboldened to enact performances of understanding leading to a transformation in the person of the student.

中文翻译：

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在实践中教授感官地理：通过有趣的实验改变学生的意识和理解

摘要 人文地理学中的各种“转向”（“情感的”、“感官的”、“实验的”和“创造性的”）强调了感官在我们对地方的具体化和情感体验中所起的作用，以及对更感性的学术研究的需要。做法。由此产生的工作在理论和方法上丰富了该学科，但我们的教学法却并非如此。本文利用与一门本科荣誉选修课相关的数据，强调感官参与式教学法在改变地理学生的意识和理解方面可以发挥的强大作用。它尤其侧重于强调知识的具体化、置入性和个体构建性的方法、学习过程中游戏的关键潜力、