ABSTRACT
This chapter discusses how learning occurs in situated teaching interactions, attending to the centrality of engaging with materials, and how instructors facilitate feeling how. Taking the example of novices learning new pottery skills during the COVID-19 pandemic in Britain, this chapter explores how beginner potters learn to feel how to execute skilled movements using video tutorials. To do so, we adopt a material engagement theory (MET) perspective, which takes a radical approach to embodied cognition, arguing for the co-constitution of cognition and material culture, through skilled situated action.
