Embodied Experiential Learning

Cultivating Inner Peace in Higher Education

Authors

  • Vivianna Rodriguez Carreon University of Sydney
  • Penny Vozniak University of Sydney

DOI:

https://doi.org/10.47061/jabsc.v1i2.1179

Keywords:

Embody, experiential learning, peace of mind, experiment, Indigenous wisdom, social arts, higher education, phenomenology

Abstract

This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.

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Published

2021-11-30

How to Cite

Rodriguez Carreon, V., & Vozniak, P. (2021). Embodied Experiential Learning: Cultivating Inner Peace in Higher Education. Journal of Awareness-Based Systems Change, 1(2), 31-50. https://doi.org/10.47061/jabsc.v1i2.1179

Issue

Section

Original Articles (Peer-Reviewed)