ABSTRACT
The science of embodied cognition has established that thinking involves dynamic exchanges between the body and the brain and webs of interaction between humans and their environments. While learning draws on these connected ecosystems, persistent notions of the brain as separate from and hierarchically managing the body—an enduring legacy of Cartesian dualism—perpetuate static teaching and learning mindsets. Disregard for the body’s role in learning fuels disengagement, isolation, and inequity. This chapter weaves key findings from embodied learning research together with scenes from the author’s own academic journey to illustrate how leveraging brain–body connections can foster educational well-being. The author shares accessible approaches to and reflection around re-centering the body in teaching and learning, in any discipline or modality, to spark community, curiosity, and joy.
