"We see movement as more than a set of exercises but as a form of learning"
"We see movement as more than a set of exercises but as a form of learning"
When we move we don't always know what the outcome will be or how we will feel. We dance to feel something which is dependant on the environment and intentions we have. Nothing is certain. Because certainty is absolute and complete.
Taken from the module guide
"The difference between dualist approaches and embodied
approaches is that dualists seek to fix certainty and embodiment does not. In this
section we will take a quick overview of general starting points for research. These can
be divided into two main realms; positivist (which you will see relies on a fixed
certainty) and non-positivist (which does not accept certainty)."
Why do we want so much certainty in our lives, is it for security or to feel like we know the answers, and that this somehow will help us to solve all problems that come our way, especially in work based environments. From my last blog post I posed a range of questions that could help me delve deeper into my research ideas. I am really interested in cognition within practical exploration, curious about when cognition takes place and how it contributes to practically experiencing something in the moment. At this point I am thinking am I positivist or non positivist because I want to find out how you can physiologically and cognitively understand a process when being in the moment. But that means I would like to find out a fixed certainty but do I really want a fixed certainty based on my previous understanding of being an activist, divergent thinker and reflector.
I decided to look back into the types of research which would be suitable for my study ideas. Looking at Ethnography and Ethno-methodology. Hammerson and Atkinson's text 'Ethnography' has helped me in understanding what constitutes an ethnological research inquiry. The text starts by breaking down what the purpose of ethnological research is. Originally this particular type of research was intended for sociological inquiry, investigating society and the opinions and views that can be drawn from views. It is very much based on interpretation, talking to others and through observations, interviews and researching other viewpoints on the research idea. At this point I am thinking, this doesn't have enough data and will it be clear enough in what I want to achieve.
However, as ethnological research has progressed it has been used for psychological reasons, to inquire and look further, with very much the researcher at the heart of the research.
When I consider why I want to research cognition and learning process, I always feel I understand what has happened after the event, but never understood when the cognition had taken place, and if I had been more present in my own movement and embodiment, then would it be a more purposeful, more present learning process that could pose more questions?
I'm not sure what that means right now, but my next step is to look into more of the tasks in the module guide, to help make sense of what I set out to achieve and why it fits into my work based experience and practice.
I decided to look back into the types of research which would be suitable for my study ideas. Looking at Ethnography and Ethno-methodology. Hammerson and Atkinson's text 'Ethnography' has helped me in understanding what constitutes an ethnological research inquiry. The text starts by breaking down what the purpose of ethnological research is. Originally this particular type of research was intended for sociological inquiry, investigating society and the opinions and views that can be drawn from views. It is very much based on interpretation, talking to others and through observations, interviews and researching other viewpoints on the research idea. At this point I am thinking, this doesn't have enough data and will it be clear enough in what I want to achieve.
However, as ethnological research has progressed it has been used for psychological reasons, to inquire and look further, with very much the researcher at the heart of the research.
When I consider why I want to research cognition and learning process, I always feel I understand what has happened after the event, but never understood when the cognition had taken place, and if I had been more present in my own movement and embodiment, then would it be a more purposeful, more present learning process that could pose more questions?
I'm not sure what that means right now, but my next step is to look into more of the tasks in the module guide, to help make sense of what I set out to achieve and why it fits into my work based experience and practice.
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