To be human implies to be a continuous and constant bodied being situated within an environment. The fluid interrelationship between the bodied being and the environment culminates in a multimodal bodymind. It is this bodymindedness that calls for embodied pedagogies. A significant scholarly discourse argues for, and underlines, the importance of embodied learning. Embodiment is defined in this article as ‘the deliberate and mindful simultaneous bodyminded engagement of the self with both the inner and outer environments.’ Embodied learning is argued to be ‘the deliberate use and recognition of multimodal bodymind activities and strategies to facilitate shifts in perspectives, perceptions, paradigms, behaviour and actions.’ This article begs the question: On what principles do pedagogues from different fields design embodied learning strategies? Nine principles of embodied learning are provided. The author argues that these principles form the bedrock for decision-making when designing embodied learning strategies.

中文翻译：

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具身学习方法的原则

成为人类意味着成为一个连续和恒定的身体存在于环境中。身体与环境之间流动的相互关系最终形成了多模态的身心。正是这种身体意识需要具体的教学法。一个重要的学术话语论证并强调了具身学习的重要性。具身在这篇文章中被定义为“自我与内在和外在环境同时进行的有意识的、有意识的同时身体参与”。具身学习被认为是“有意识地使用和识别多模态身心活动和策略，以促进视角、感知、范式、行为和行动的转变”。这篇文章提出了一个问题：不同领域的教育者设计具体化学习策略的原则是什么？提供了体现学习的九个原则。作者认为，在设计具身学习策略时，这些原则构成了决策的基石。