Abstract
This paper presents an ongoing project to develop a future study of embodied making, particularly when carving green wood. Making activities such as woodcarving have been studied using phenomenological, experiential, observational, analytical, and reflective methodologies, among others. These studies have documented many aspects of embodied making and its consequences for the person, product, and process. Neuroscientific methods have recently generated knowledge on the anatomical and functional aspects of embodied making. The project is built on the assumption that it is possible to develop an interdisciplinary study combining these different methods, with the potential to confirm and expand current knowledge on both the phenomenon of embodied making itself and learning in and through such making. The project aims to provide a coherent description of some relevant neurobiological knowledge as a starting point for developing an interdisciplinary research project on how embodied making may contribute to learning.
Keywords
embodied making; learning; interdisciplinarity; neuroscience
DOI
https://doi.org/10.21606/drs.2016.193
Citation
Gulliksen, M. (2016) Why making matters—developing an interdisciplinary research project on how embodied making may contribute to learning, in Lloyd, P. and Bohemia, E. (eds.), Future Focused Thinking - DRS International Conference 2016, 27 - 30 June, Brighton, United Kingdom. https://doi.org/10.21606/drs.2016.193
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Why making matters—developing an interdisciplinary research project on how embodied making may contribute to learning
This paper presents an ongoing project to develop a future study of embodied making, particularly when carving green wood. Making activities such as woodcarving have been studied using phenomenological, experiential, observational, analytical, and reflective methodologies, among others. These studies have documented many aspects of embodied making and its consequences for the person, product, and process. Neuroscientific methods have recently generated knowledge on the anatomical and functional aspects of embodied making. The project is built on the assumption that it is possible to develop an interdisciplinary study combining these different methods, with the potential to confirm and expand current knowledge on both the phenomenon of embodied making itself and learning in and through such making. The project aims to provide a coherent description of some relevant neurobiological knowledge as a starting point for developing an interdisciplinary research project on how embodied making may contribute to learning.