ABSTRACT
This chapter demonstrates the value of considering knowledge from a global perspective as essentially embodied and makes an argument for embodied learning, in the widest sense, as a broadening of the museum-school space and a global curriculum. Promoting embodied knowledge will be shown to represent a state of wellbeing and wholeness, which, as the author argues, characterises human knowing, understanding, and meaning-making in the museum and in the wider world. The chapter demonstrates how the experience of the body in space can be enhanced through touch, which can affect the relationship between proprioception and the construction of meaning. The chapter is drawn on diverse theories to argue that thought expresses itself in and through the body, the sensory body, in embodied action, and further that our very sense of identity is not based on disembodied thought, but rather the feeling we have of our body and the way it connects us to the social world and to therelationships.
