By Trevor H. J. Marchand
Content material:
Chapter 1 ‘Practice with out Theory’: A Neuroanthropological point of view on Embodied studying (pages 21–38): Greg Downey
Chapter 2 studying to hear: Auscultation and the Transmission of Auditory wisdom (pages 39–58): Tom Rice
Chapter three The Craft of Skilful studying: Kazakh Women's daily Craft Practices in Western Mongolia (pages 59–75): Anna Odland Portisch
Chapter four ‘Something to speak About’: Notation and Knowledge?Making between principal Slovak Lace?Makers (pages 76–94): Dr Nicolette Makovicky
Chapter five Embodied Cognition and communique: reports with British high-quality Woodworkers (pages 95–114): Trevor H. J. Marchand
Chapter 6 Footprints in the course of the Weather?World: strolling, respiring, understanding (pages 115–132): Tim Ingold
Chapter 7 subconscious tradition and awake Nature: Exploring East Javanese Conceptions of the individual via Bourdieu's Lens (pages 133–149): Konstantinos Retsikas
Chapter eight studying to Weave; Weaving to benefit … What? (pages 150–166): Soumhya Venkatesan
Chapter nine Reflections on wisdom Practices and the matter of lack of expertise (pages 167–182): Roy Dilley
Chapter 10 Anthropology of data (pages 183–192): Emma Cohen
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Extra info for Making Knowledge: Explorations of the Indissoluble Relation Between Mind, Body and Environment
Example text
As the novice seeks to imitate new styles of moving, one of the central obstacles he or she must confront is unconscious patterning, unexamined inhibition, and corporeal reservations that are only apparent when challenged by new kinaesthetics. When we examine the biological consequences of training, we can recognize other forms of embodied learning that may not involve passing subconscious cognitive structures; rather, training may demonstrably affect physiological change in the brain, nervous system, bones, joints, sensory organs, even endocrine and autonomic systems.
Proficiency was hardly uniform, nor was it gained at a single gulp, as if generated by a single schema. In other words, Bourdieu insists that the habitus is a single, simple generative principle that creates practice; the unevenness of learning, the slow pace, inconsistency, and piecemeal acquisition of techniques in capoeira suggests a much more complex, diffuse process, even if it is only that the obstructing unconscious habitus gives way unevenly to attempts at its transformation. Expertise in capoeira was as varied as the experts, never mind the incomplete forms of bodily knowledge owned by those who gave up or stalled along the way.
Sillitoe, 30-50. London: Pluto. ——— 2003b. Process over product: case studies of traditional building practices in Djenné, Mali, and San a, Yemen. M. Teutonico & F. Matero, 137-59. Los Angeles: Getty Conservation Institute and Trus Publications. ——— 2007a. Crafting knowledge: the role of ‘parsing and production’ in the communication of skill-based knowledge among masons. ) M. Harris, 181-202. Oxford: Berghahn. ——— 2007b. Vocational migrants and a tradition of longing. Traditional Dwellings and Settlements Review XIX, 23-40.