000			02951nab a2200277 a 4500
005			20210219163410.0
008			991125s1985 mx 000 0 spa u
035			_aUPN01000222036
049			_aART
100	1		_aSayyad, Alireza
100	1		_aGilamirrod, Nahid
100	1		_unahid.gilamirrod@yahoo.com
100	1		_aSayyad, Amirhosein
222		0	_aANALES DE ANTROPOLOGIA
245	0	0	_aMerging perspectives of learners : _bcorporeality, intersubjectivity and coexistence in art education
260			_aMéxico
300			_a83–87
362	0		_a2017 Volumen 51, número 1, enero-junio
520	3		_aHumiliation of body and feelingsis deeply rooted in the philosophical tradition of the West. In Western history of philosophy, the body has always been undersuspicion and the rational power has been considered as holding the responsibility of restraining and guiding one toward excellence. From the Ancient Greek philosophers such as Socrates and Plato to modern philosophers such as Descartes, it was constantly stated in this tradition that real knowledge must be independent from physical perception and feelings, because sensual and emotional experiences distort the nature of reality. The view in Cartesian philosophy became an absolute and established form and left a profound impact on modern view on the priority of wisdom. For modern perception, also, the body used to be considered an unreliable and uncertain basis for recognition. The idea of thinking in modern philosophy is coupled with Descartes’ well-known quote, “I think, therefore I am”. Descartes stated that to achieve the truth, bodily senses are not essentially required, and thus, he separated mind and body and divided them into two independent and distinct elements. Descartes believed that human mind and wisdom are prior to physical feelings and desires, and the only way to achieve recognition and truth is to rely on mind without body, because body and physical senses might misguide the seeker in the way of recognition. Western dualism in relation with mind/body led to the formation of a hierarchical system in which the body was placed in a position lower than the mind. Affected by the domination of this view, Western education philosophy can also be considered as the philosophy of mind training. Emphasis on recognition via mind and thinking denied the continuity ofmind, body, and sense in the process of learning. Therefore, focus on non-embodied education dominated the western educational discourse, and as John Dewey states, education became far from its goal and turned into a way for turning
653	0		_aEDUCACION ARTISTICA
653	0		_aCORPOREALIDAD
653	0		_aINTERSUBJETIVIDAD
856	4		_uhttp://www.elsevier.es/es-revista-anales-antropologia-95-articulo-merging-perspectives-learners-corporeality-intersubjectivity-S0185122516300376
856	4		_uhttp://dx.doi.org/10.1016/j.antro.2016.11.001
905			_aArticulo
999			_c194133 _d194133