Embodiment grows out from deep concerns about the body and embodiedknowledge across disciplines. As both subject and object, the body demands explorationsthat move beyond the dichotomy of body and mind, surface and depth, outside andinside. The interaction, intensity, and interstanding in the middle activate the body tomove, to feel, and to be with other bodies.In the information age, with the rapid change in digital, computerized, andnetworkable technology, coupled with our growing concerns about the environment,embodiment becomes more complex and shatters the boundaries between human andnonhuman. In a sense, embodiment becomes posthuman by extending itself tointeractions and interstandings with other species. In this dissertation, I extendembodiment into aesthetics and media by thickening the notion of surface in all of itsprofundity, contentious forces, and intertextuality. I emphasize as well its significancein exploring what an embodied curriculum and pedagogy could become for schools and society.This dissertation points toward the interaction and interstanding betweenphilosophy, art, and technology. It encourages a notion of experience that engagesreaders/viewers viscerally with a technically manipulated surface. The readers/viewersnot only encounter the theoretical mapping of the content of this dissertation, but alsoimagine and investigate the metaphorical and metaphysical possibilities of curriculum andpedagogy.
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