Teaching Bodies

In Teaching Bodies, leading scholar of Christian thought Mark D. Jordan offers an original reading of the Summa of Theology of Thomas Aquinas. Reading backward, Jordan interprets the main parts of the Summa, starting from the conclusion, to reveal how Thomas teaches morals by directing attention to the way God teaches morals, namely through embodied scenes: the incarnation, the gospels, and the sacraments. It is Thomas’s confidence in bodily scenes of instruction that explains the often overlooked structure of the middle part of the Summa, which begins and ends with Christian revisions of classical exhortations of the human body as a pathway to the best human life. Among other things, Jordan argues, this explains Thomas’s interest in the stages of law and the limits of virtue as the engine of human life. Rather than offer a synthesis of Thomistic ethics, Jordan insists that we read Thomas as theology to discover the unification of Christian wisdom in a pattern of ongoing moral formation. Jordan supplements his close readings of the Summa with reflections on Thomas’s place in the history of Christian moral teaching—and thus his relevance for teaching and writing in the present. What remains a puzzle is why Thomas chose to stage this incarnational moral teaching within the then-new genres of university disputation—the genres we think of as “Scholastic.” Yet here again the structure of the Summa provides an answer. In Jordan’s deft analysis, Thomas’s minimalist refusal to tell a new story except by juxtaposing selections from inherited philosophical and theological traditions is his way of opening room for God’s continuing narration in the development of the human soul. The task of writing theology, as Thomas understands it, is to open a path through the inherited languages of classical thought so that divine pedagogy can have its effect on the reader. As such, the task of the Summa, in Mark Jordan’s hands, is a crucial and powerful way to articulate Christian morals today.

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts-education and aesthetics, as well as curriculum theory, cultural anthropology and ethnomusicology. These are arenas with a rich untapped cache of experience and inquiry that can be applied to the notions of schooling, teaching and learning. The book provides examples of state-of-the-art, empirical research on the body in a variety of educational settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.

Drawing on the philosophy and history of the body positivity movement, Donna Noble presents a radical re-examination of teaching inclusive yoga classes by breaking down stereotypes and demystifying yoga. By sharing accessible tools for everything from marketing a body-positive class to setting the scene in the space, using appropriate language and considering consent and touch, Noble demonstrates why every body is a yoga body - no matter what shape or size. With guidance on modifying poses for larger bodies, as well as chair-based sequences, this resource helps yoga teachers to ensure that the benefits of yoga are available to everyone. With practical tips, as well as information on social justice and body-positive yoga off the mat, Teaching Body Positive Yoga is a well-rounded resource that gives yoga teachers the confidence to host inclusive and welcoming classes for all.

This book raises questions around pedagogy and illness. Morris explores two large issues that run through the text. What does the ill body teach? What does the teacher do through the ill body?

Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship.

Teaching out-of-body travel and lucid dreaming means success, an easy and interesting way to make good money, and travel all around the world to lead seminars and network. This is the hottest and most promising field of personal development. Let's change the world together - join us! Perhaps it's your destiny? After many years of experimental work on thousands of pupils, we are going public with our super-effective teaching methodologies. This altruistic deed was performed in order to create motivation for third parties to further develop the field. Though teaching out-of-body travel used to be the purview of the elect few, now anybody can do it, and even do a good job at it without any particular experience!

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

EARLY BIRD BODY SYSTEMS TEACHING GUIDE