As theatre practitioners we are always doing, acting, speaking and moving. Our world is one of lived experience, where we physically embody moments of knowledge creation and transformation. Through these interactions and transactions of learning, we reflect and ‘reflex’ our understanding of experiences. But how might we develop an approach to pedagogy that recognizes the primacy of relationships, enabling a sharing of an embodied and reflexive approach about our pedagogical practices? How might we experience these relationships in a way that enables learning processes to occur for ourselves and those we teach? These are questions we explore in this article, using our experiences and research. We identify how principles based on the Indigenous concept of 4Rs (relevance, responsibility, respect and reciprocity) that underpin embodied reflexivity could open up the possibility for new ways of knowing and understanding. We do this through presenting two research projects, one in Canada on using theatre games to explore well-being with Indigenous youth and one in Scotland on story and re-storying using an approach with educational professionals to develop embodied reflexive practice. Embodied reflexive processes as collective experience become opportunities for complex learning to occur where participants gain potentially transformational insights into practice through their symbiotic interaction with others.

中文翻译：

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体验学习：体现为教学过程的反思性

作为戏剧从业者，我们一直在做、表演、演讲和感动。我们的世界是一种活生生的体验，在那里我们身体上体现了知识创造和转化的时刻。通过这些互动和学习交流，我们反映和“反映”我们对经验的理解。但是，我们如何开发一种承认关系至上的教学方法，从而能够分享关于我们的教学实践的具体化和反思性方法？我们如何以一种使我们自己和我们所教的人能够发生学习过程的方式体验这些关系？这些是我们在本文中利用我们的经验和研究探讨的问题。我们确定了基于 4R 的土著概念（相关性、责任、尊重和互惠）支持体现的反思性可以为新的认识和理解方式开辟可能性。我们通过展示两个研究项目来做到这一点，一个在加拿大使用戏剧游戏来探索土著青年的幸福感，另一个在苏格兰使用教育专业人士的方法来发展具身反射性实践的故事和再讲故事。作为集体经验的具身反射过程成为复杂学习发生的机会，参与者通过与他人的共生互动获得潜在的转化性见解到实践中。一个在加拿大使用戏剧游戏来探索与土著青年的福祉，另一个在苏格兰使用教育专业人士的方法来发展具体的反思实践的故事和再讲故事。作为集体经验的具身反射过程成为复杂学习发生的机会，参与者通过与他人的共生互动获得潜在的转化性见解到实践中。一个在加拿大使用戏剧游戏来探索与土著青年的福祉，另一个在苏格兰使用教育专业人士的方法来发展具体的反思实践的故事和再讲故事。作为集体经验的具身反射过程成为复杂学习发生的机会，参与者通过与他人的共生互动获得潜在的转化性见解到实践中。