ABSTRACT

This research investigates how the kinesthetic body forms knowledge of an environment and how that knowledge transforms with the involvement of participants. A Practice as Research (PAR) methodology employs the body as primary agent in cognition. Choreographic and improvisational movement devices assist the task of tracing cognition in participants’ home environment. These devices include haptic and visual perception tasks, spatial behavior, spatial patterning, and habitual movement analysis. Research participants include professional dancers and students within a university setting. The experiential learning theories of John Dewey, David Kolb, and Alice Kolb shift a spatial paradigm of one to a group, egalitarian paradigm. Illuminated through this research is the body’s significant role in forming theoretical and practical knowledge. Body and environment exist as one.

摘要

这项研究调查了动觉身体如何形成环境知识以及这些知识如何随着参与者的参与而转变。实践即研究（PAR）方法论将身体作为认知的主要主体。编排和即兴运动设备有助于追踪参与者家庭环境中的认知任务。这些设备包括触觉和视觉感知任务、空间行为、空间模式和习惯运动分析。研究参与者包括专业舞者和大学学生。约翰·杜威、大卫·科尔布和爱丽丝·科尔布的体验式学习理论将个体的空间范式转变为群体的平等范式。这项研究揭示了身体在形成理论和实践知识方面的重要作用。