Kinesthetic Learning as ‘Physical movement’ for learning and how that related to embodied learning

These are the next questions I’m working on…and I think this post will be here for a while whilst I start to untangle them. I have been semi-aware of these questions…as little bubbling niggling knots..for about a year now and I think it’s finally time to face them head on. I think once I’ve answered them, the practical aspect of my phd will become much clearer, I will have a better understanding of where I need to go…:
1. How does kinesthetic learning (both terms but in particular physical movement), relate to embodied learning (if at all!)
2. If we are all embodied learners are not also all kinesthetic learners? (I imagine this will be answered by qu 1 above!)
3. and finally: to be an embodied learning do we actually have to move physically, OR can we just talk about and imagine and simulate the physical movement (visually, aurally etc….as long as physical movement is the subject)
4. If we are all embodied learners, and we all DO need some element of physical movement in order to be engaged, or to learn best..WHEN is this the case – always? only at the start, only when we’re learning something new (as we become more sophisticated we can do without), only if we are learning about procedures? only when things are concrete not abstract? Here there’s a great article that will help that looks at soft and hard disciplines and which I’ve slightly altered for my own uses: (Harnessing Insight into Disciplinary Differences to Refine e-learning Design, White, S.; Liccardi, I.), and a reference to Becher’s work in Lynne Norton’s book on Action Research.

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