ABSTRACT
This chapter demonstrates how sounds combine to create embodied educational systems of meaning regardless of their apparent organization or categorization according to local norms and values. In order to document how sounds form embodied educational meaning systems, it begins with an expansion of the points raised in this brief introduction, a discussion that includes an overview of both how sounds are most often regarded in education and the ways in which sounds are now often conceptualized in the burgeoning field of sound studies. The chapter then presents an altogether different educational context—another group of fifth graders from the same classroom doing a sensory walk in the Cuyahoga Valley National Park—in order to note that arguments made about sound knowledge, while certainly informed by their contexts, largely hold fast across sonic ecologies. Finally, it suggests some implications in light of these sound ideas.
