Activating Embodied Imagination During COVID-19: A Performative Reflexive Autoethnography

Area of Science:

• Cognitive Science
• Learning Theory
• Cultural Studies

Background:

• The traditional Western learning model emphasizes cognition preceding action.
• The COVID-19 pandemic exacerbated stress and compromised well-being, particularly for marginalized communities.
• The Cartesian divide separates mind and body, limiting holistic understanding.

Purpose of the Study:

• To introduce and explore embodied imagination as a transformative learning theory.
• To investigate the potential of embodied imagination in healing the mind-body divide.
• To address the urgent need for enhanced well-being and adaptive responses in a complex world.

Main Methods:

• Utilizing movement improvisation followed by multimodal reflection (verbal, nonverbal, embodied-kinesthetic).
• Employing performative reflexive autoethnography.
• Adopting a transcultural and transdisciplinary approach.

Main Results:

• Embodied imagination offers a reversed learning sequence: act/move first, then reflect.
• Potential positive impacts on global cultures and diverse socioeconomic groups.
• The human body is reframed as a locus for thinking and learning.

Conclusions:

• Embodied imagination fosters greater self-care and effective, rapid action in complex environments.
• It promotes the understanding of creativity as a universal human birthright.
• This approach offers a pathway to improved health, well-being, and cultural understanding globally.