More-than-human perspectives in understanding embodied learning experience, ecological sustainability and education

Abstract

The abilities to learn through embodied interactions with environments are biologically imprinted in humans and other species in order to preserve their survival. By combining data from studies on the experiential learn of young children and a foal (a new-born horse), this article shows how more-thanhumans learn through self-initiated actions, embodied intra-action with their environments and considerate choices of action. The article suggests that a justification of embodied learning as crucial for survival across species could motivate the deconstruction of dualisms between embodied and verbal, and between humans and other-than-humans, promoting a more holistic understanding of learning. In times of emerging ecological challenges, embodied forms of learning can cultivate ecological awareness and provide the conditions for education for ecological sustainability.