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AGORA - tidsskrift for forskning, udvikling og idéudveksling i professioner experiences which the individual member of the community has and which are usually embodied and prereflective. Individual experiences have to be made explicit and discursive so that they become meaningful for the whole community and thus improve the cooperation of the members of the community. Only common narratives – negotiated by the individuals of the community – can develop the fundament of a community of practice which is defined by the three dimensions just mentioned. Narratives are often based on common goals which the community has developed by reflecting on intentions and situated actions of the participants. These goals are the ground for the development of the community. Narratives configure a common understanding and build on the co-creation of meaning in regard to practice and situated action of the community. As an example, think again of a team of ball-players. The tactics of the team can be defined as the basis for the development of an important narrative. The players talk to each other and develop and plan their tactics while the narrative for their actions is growing. On the basis of narrative approach presented, it can be recommended as a successful strategy if the coach, in cooperation with the players, develops the tactics which build on the situated experiences and actions of the player. A well-functioning community of practice will build on narratives that are based on common practice and that configure action patterns. Conclusion The idea of this article was to place embodiment and learning or, more precisely, body-anchored and experience based learning in a broad theoretical framework. Phenomenology has proved to be a good point of departure: Phenomenology is one of the few theoretical approaches that place the body in the centre of investigation. Phenomenology helps to understand embodiment, the pre-reflective dimension of human action and the fundamental intentional orientation towards a given environment. And it seems that a growing number of research fields – above all cognitive neuro-science – are beginning to give the body its due and thereby give credit to phenomenology (Varela, 1997). But, in phenomenology, the social context and the interplay with others is more or less absent as a focus point of reflection. Therefore it is important to open up for other perspectives. A combination of the theory of community of practice and the narrative approach seems to be an appropriate theoretical standpoint. These basic reflections on a theoretical framework can be concluded in a list of premises of bodyanchored and experience-based learning and some guidelines for practice. It would exceed the capacities of this article if the reader had expected a clear formula for his or her practice. The understanding presented in this article forces everybody to look at the specific environmental frame and respect the uniqueness of the individual. Therefore everyone who works with learning and human development has to start with an investigation of the character of the given community of practice. This analysis and understanding is the basis for the development of a coaching-oriented intervention strategy. References Abram, D. (1996). The spell of the sensuous. New York: Vintage Books. Arnold, P. (1979). Meaning in movement, sport and physical education. London: Heinemann. Bruner, J. (1990). Acts of meaning. Cambridge: Mass.: Harvard University Press. Clark, A. (1999). An embodied cognitive science? Trends in Cognitive Science, 3, 9, 345-350. Cox, M., & A. Theilgaard (1987). Mutative metaphors in psychotherapy. London: Tavistock. www.cvustork.dk/agora/ 20
AGORA - tidsskrift for forskning, udvikling og idéudveksling i professioner Crossley, M. (2000). Introducing narrative psychology. Buckingham, UK: Open University Press. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Brass. Dalai Lama, & Cutler, H.C. (1998). The art of happiness – a handbook for living. New York: Riverhead Books. Depraz, N., Varela, F.J., & Vermersch, P. (2003). On becoming aware. Amsterdam: John Benjamins. Depraz, N., & Varela, F. J. (2000). The gesture of awareness. In M. Velmans. Investigating phenomenological consciousness (p. 121-136). Amsterdam: John Benjamins. Dreyfus, H. & Dreyfus, S. (1986). Mind over machine. Power of human intuition & expertise in the era of the computer. Oxford: Basil Blackwell. Freemann, W.J., & Cleermans, A. (2002). Implicit learning and consciousness. New York: Psychology Press. Fuchs, T. (2000). Leib – Raum – Person. Entwurf einer phänomenologischen Anthropologie. Stuttgart: Klett-Cotta. Gallwey, W.T. (1976). Inner tennis. Playing the game. New York: Random House. Gallwey, W.T., & Kriegel, B. (1977). Inner Skiing. New York: Random House. Gallwey, W.T. (2000). The inner game of work. London: Orion Business. Gendlin, E.T. (1981). Focusing. New York: Bantam Books. Gendlin, E.T. (1996). Focusing-oriented psychotherapy. New York/London: The Guildford Press. Gendlin, E.T. (1997). Experiencing and the creation of meaning. Evanston: Northwestern University Press (original from 1962). Gibson, J. J. (1966). The senses considered as perceptual systems. Boston: Houghton Mifflin. Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin. Laban, R. von (1963). Mastery of movement. Plymouth: Macdonald & Evans. Lévy-Bruhl, L. (1985). How natives think. Princton: Princton University Press. McBeath, M., Shaffer, D., & Kaiser, M. (1995). How baseball outfielders determine where to run to catch fly balls. Science, 268, 301-310. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul. Moss, D. (1989). Brain, body, and world - body image and the psychology of the body. In R. S. Valle & S. Halling (Eds.), Essential-phenomenological perspectives in psychology (pp. 63-82). New York: Plenum www.cvustork.dk/agora/ 21
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accoustic images.” 25 Paul Scheel
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