As places of learning, schools inevitably foreground cognition. Neglected in schools and in the literature is the body, often an inconvenience or barrier to learning rather than a site of perception and understanding. Where the body is considered, it is primarily concerned with pedagogy and children rather than analysing the broad range of embodied experience: teachers' sensuous experience is side-lined; classrooms are central, with toilets and staffrooms and corridors usually ignored; policy and architecture largely unconsidered. Furthermore, ironically, the focus in the literature also foregrounds the body within its contribution to cognition rather than centring the fleshy experience of sensing. This paper therefore addresses these omissions and focuses on the sensorium—movement, the haptic, hearing, smell/taste and visual—providing a framework to analyse the truly embodied experience of the school environment. It argues that as well as being culturally bound, the sensorium is delineated and encoded within the educational ideology and architecture of schools, prescribed by senior leaders to manage and police the flesh within their school walls.

中文翻译：

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感觉学派和肉质学派

作为学习场所，学校不可避免地突出认知。在学校和文学作品中被忽视的是身体，通常是学习的不便或障碍，而不是感知和理解的场所。在考虑身体的地方，它主要关注教育学和儿童，而不是分析广泛的具身​​体验：教师的感官体验是次要的；教室位于中心，厕所、教职员工室和走廊通常被忽略；政策和架构基本上没有考虑。此外，具有讽刺意味的是，文献中的焦点还突出了身体对认知的贡献，而不是集中在感官的肉体体验。因此，本文解决了这些遗漏，并重点关注了感觉器官——运动、触觉、听觉、气味/味道和视觉——提供一个框架来分析学校环境的真实体现体验。它认为，除了受文化约束外，感觉中枢还被描绘和编码在学校的教育意识形态和建筑中，由高级领导规定管理和监管学校围墙内的肉体。