2024/04/26 by Anne Bertin‐Renoux · 2 citations
Arts and Humanities · Health Professions · Psychology · Social Sciences · #Aesthetics #Art #Creativity #Diverse Music Education Insights #Educational Environments and Student Outcomes #Embodied cognition #Epistemology #Indigenous #Pedagogy #Physical Education and Pedagogy #Psychology #Social psychology #Sociology #Western thought
paper · pdf · doi:10.1002/jocb.651
published in The Journal of Creative Behavior 59(1) (Wiley)
openalex publication_date 2024/04/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
ABSTRACT This study explores the ways in which embodied creativity is conceived and implemented in french schools through the study of a corpus of professional articles published since the 1960s in a journal dedicated to physical education. The analysis focuses on pedagogical experiments to foster bodily creativity carried out in primary schools, as part of a wide‐ranging educational reform during the 1970s. Those practices mark a radical break with the grammar of schooling whose worldwide spread is linked to the colonial expansion of western Europe. They revealed many similarities with indigenous pedagogies through the willingness to go beyond the mind–body dichotomy, to value a sensitive and intuitive body, to anchor knowledge in lived experience and to move from a top‐down relationship between teacher and pupil to a more horizontal one. The 1980s marked a return to more traditional methods, but these pedagogical experiments nurtured a conception of embodied and enactive creativity that sought to go beyond a western vision of the body, of action and of the relationship with the world in school education. The convergences with non‐western pedagogies underline the interest of these approaches to explore and foster embodied and enactive creativity.