Embodiment and Professional Education

Stephen Loftus joined the Oakland University William Beaumont School of Medicine in November 2013 as Associate Professor of Medical Education. He is responsible for faculty development in medical education. He works to ensure that students and faculty maximize the benefit of the educational experiences provided in the medical school through coming to a deeper understanding of what is involved in medical education and practice.Elizabeth Anne Kinsella is a Professor in the Institute of Health Sciences Education, in the Faculty of Medicine and Health Sciences, at McGill University, Montreal, Quebec, Canada. She is also an associate member and Professor of the School of Physical and Occupational Therapy. Her scholarship focuses on health professions practice and education, philosophy of professional knowledge, epistemologies of practice and embodiment, reflective practice, phronesis, ethics, and mindfulness.

• Preface.- Chapter 1. Embodiment and Professional Education: Opening a Conversation (Stephen Loftus and Elizabeth Anne Kinsella).- Part I: Embodiment and Professional Practice.- Chapter 2. Practice Theory, Corporeality, and Professional Education: Rethinking the Body (Bill Green).- Chapter 3. To Act as One Body?: Collective and Embodied Judgement within Professional Action and Education (Eva Schwarz).- Chapter 4. Embodied Knowledge and Thinking in Professional Education (Stephen Loftus).- Part II: Embodiment and Professional Performance.- Chapter 5. The Genealogy of the Actor’s Laboratory: making kin as embodied pedagogy (Tatiana Chemi).- Chapter 6. Theatre of Carnival: A Classroom for the Vigilant Embodied Healer (Sandra DeLuca).- Part III: Embodiment and Reflection.- Chapter 7. “I listen to my body more”: Embodied Mindfulness in Professional Education (Elizabeth Anne Kinsella and Kirsten Sarah Smith).- Chapter 8. Body-mapping to Facilitate Embodied Reflection in Professional Education Programs (Helen Harrison).- Chapter 9. Ethics and Embodiment in Health Professions Education (Amy Michelle DeBaets).- Part IV: Embodiment and Professional Knowledge.- Chapter 10. Goethe and Embodiment in Professional Education and Practice (Stephen Loftus).- Chapter 11. Neurophenomenology and Professional Education (Bradley Roberts).- Chapter 12. Embodied Learning and Two-Eyed Seeing: Indigenous and Feminist Perspectives in Professional Education (Eva Cupchik and Melissa Schnarr).- Part V: Embodiment and Technology.- Chapter 13. (Re-)Embodied Digital Education Practices: Empirical Vignettes about Teaching and Learning in ‘tele-co-presences’ (Wendelin Küpers).- Chapter 14. Technological Affordances for Embodied Learning in Authentic Contexts (Barney Dalgarno).- Part VI: Embodiment and Institutional Structures.- Chapter 15. ‘Neoliberalised’ (Human) Bodies and Implications for Professional Education (Kathleen Mahon).- Chapter 16. It’s Not Just One Bad Actor: Tracing the Embodied Effects of Institutional Sexism in the Implementation of Gender-based Violence Policies and Practices (Rita Gardner and Jennifer Chisholm).- Chapter 17. Embodiment and Professional Education: Implications for Practice (Elizabeth Anne Kinsella and Stephen Loftus).- Postscript.- Index.