ABSTRACT
Recognizing that dance could make a significant contribution in education is dependent on widespread recognition of this belief as fact. While dance educators, dancers, choreographers, and somatics practitioners readily acknowledge the bodily way of knowing and the connections between the body, movement, and cognition, such recognition is not always apparent among those in other fields. The following chapter was written to underscore the importance of the bodily way of knowing, summarize some of those findings, and provide recommendations for how the contributions movement and dance can make to learning might be pursued.
