Minding Bodies

What happens to teaching when you consider the whole body (and not just "brains on sticks")?

There is growing scientific evidence that how we experience our bodies can powerfully influence whether we get sick, how we get sick, and how we manage illness. Somatic awareness--the ability to perceive, interpret, and act on the basis of internal bodily sensations--is at the cutting edge of the mind-body interface. Such awareness is a key factor in many forms of self-regulatory therapy, including relaxation and biofeedback. Grounded in the existing research, this book identifies the somatic experiences associated with health and well-being and describes how awareness of these states can be a powerful clinical tool. Integrating empirical data, case examples, and pointers for practice, Bakal uses a psychobiological framework to build a much-needed bridge between traditional and alternative health care approaches. The book first enumerates the physiological, cognitive, and emotional variables that underlie internal bodily experience, presenting research that closely links specific subjective states to improved health and healing. Somatization symptoms are then shown to result from an insufficient awareness of inner physical states: Many individuals only "notice" the body when their reactions reach symptomatic or illness levels. Bakal describes the clinical applications of these findings for such anxiety- and pain-related disorders as migraine, unexplained dizziness and shortness of breath, benign chest pain, and asthma. Thought-provoking findings on placebos and self-regulation are discussed, and the book suggests ways that somatic awareness may enable patients to actively harness the placebo effect and achieve significant symptom control. Broadening the scope of the discussion to include immune system illnesses, Bakal shows how reducing bodily tension, fatigue, and stress through somatic awareness may play a significant role in the clinical management of arthritis, multiple sclerosis, and cancer. The book's final chapter looks at therapeutic touch, biofeedback, and breathing retraining. A brief overview of each modality is provided, and general principles are delineated for how patients can be guided to develop and use conscious awareness of somatic states to promote their physical well-being. Synthesizing scientific data from many different areas of research, the book makes the dimensions of somatic awareness understandable to clinicians in a range of settings. Its clear, accessible style will enhance its appeal to a broad audience of health psychologists, behavioral medicine specialists, and other mental health and medical professionals interested in holistic health care approaches.

'Learning Bodies’ addresses the lack of attention paid to the body in youth and childhood studies. Whilst a significant range of work on this area has explored gender, class, race and ethnicity, and sexualities – all of which have bodily dimensions – the body is generally studied indirectly, rather than being the central focus. This collection of papers brings together a scholarly range of international, interdisciplinary work on youth, with a specific focus on the body. The authors engage with conceptual, empirical and pedagogical approaches which counteract perspectives that view young people’s bodies primarily as ‘problems’ to be managed, or as sites of risk or deviance. The authors demonstrate that a focus on the body allows us to explore a range of additional dimensions in seeking to understand the experiences of young people. The research is situated across a range of sites in Australia, North America, Britain, Canada, Asia and Africa, drawing on a range of disciplines including sociology, education and cultural studies in the process. This collection aims to demonstrate – theoretically, empirically and pedagogically – the implications that emerge from a reframed approach to understanding children and youth by focusing on the body and embodiment.

Minding the Body: The Body in Psychoanalysis and Beyond outlines the value of a psychoanalytic approach to understanding the body and its vicissitudes and for addressing these in the context of psychoanalytic psychotherapy and psychoanalysis. The chapters cover a broad but esoteric range of subjects that are not often discussed within psychoanalysis such as the function of breast augmentation surgery, the psychic origins of hair, the use made of the analyst’s toilet, transsexuality and the connection between dermatological conditions and necrophilic fantasies. The book also reaches ‘beyond the couch’ to consider the nature of reality television makeover show. The book is based on the Alessandra Lemma’s extensive clinical experience as a psychoanalyst and psychologist working in a range of public and private health care settings with patients for whom the body is the primary presenting problem or who have made unconscious use of the body to communicate their psychic pain. Minding the Body draws on detailed clinical examples that vividly illustrate how the author approaches these clinical presentations in the consulting room and, as such, provides insights to the practicing clinician that will support their attempts at formulating patients’ difficulties psychoanalytically and for how to helps such patients. It will be essential reading for psychoanalysts, psychologists, psychiatrists, mental health workers, academics and literary readers interested in the body, sexuality and gender.

2020 Foreword INDIES Book of the Year Finalist - Science and Technology No one is really Christian on their own. But often the religious life is seen as individual, private, and internal—resulting in a truncated, consumeristic faith. And what if that kind of individualistic Christianity is built on a fundamental misunderstanding of human nature? According to psychologists Brad Strawn and Warren Brown, it's time to rethink the Christian life in light of current research on the human mind, particularly with a deeper understanding of the process called "extended cognition." Using insights from neuroscience, psychology, and philosophy, they argue in Enhancing Christian Life that persons must be understood as not only embodied and embedded within particular contexts, but also extended beyond the body to encompass aspects of the physical and social world. Embracing a vision of the Christian life as extended into interactions with a local network of believers, they help us discover a fuller, more effective way to be Christian. After exploring the psychological dynamics of extended cognition, including how the mind is "supersized" by the incorporation of physical tools and social networks, Strawn and Brown consider implications for spiritual practices, congregational life, and religious language and traditions, which they describe as mental "wikis." The formation of robust Christian life, they show, is a process that takes place within a larger mesh of embodiment and mind—broader, deeper, and richer than we could ever be on our own.

In Schoolishness, Susan D. Blum continues her journey as an anthropologist and educator. The author defines "schoolishness" as educational practices that emphasize packaged "learning," unimaginative teaching, uniformity, constant evaluation by others, arbitrary forms, predetermined time, and artificial boundaries, resulting in personal and educational alienation, dependence, and dread. Drawing on critical, progressive, and feminist pedagogy in conversation with the anthropology of learning, and building on the insights of her two previous books Blum proposes less-schoolish ways of learning in ten dimensions, to lessen the mismatch between learning in school and learning in the wild. She asks, if learning is our human "superpower," why is it so difficult to accomplish in school? In every chapter Blum compares the fake learning of schoolishness with successful examples of authentic learning, including in her own courses, which she scrutinizes critically. Schoolishness is not a pedagogical how-to book, but a theory-based phenomenology of institutional education. It has moral, psychological, and educational arguments against schoolishness that, as Blum notes, "rhymes with foolishness."

This book weaves together different strands of research in the area of lifelong learning that concentrates particularly on learning in alternative settings and ways, such experiential learning and informal and community learning. Drawing upon international research, the book examines how these strands of research can contribute to each other. The contributions to this book are based on material presented at a conference at the Centre for Research in Lifelong Learning, UK, and they focus on research into key issues of policy and practice in lifelong learning. Establishing a wider framework for debate about the meaning and significance of lifelong learning, this timely and thought-provoking book provides practitioners in the field with a relevant and current discussion on some very important ideas about non-formal education.