Abstrakt
This paper deals with the importance of movement for thinking, learning, and cognition, and seeks to highlight the idea that any meaningful education must be a dynamic reality. In other words, education must be based on movement, both in the mental and spiritual sense of the word.
To that end, the text draws on two different methodological approaches - philosophical and ped- agogical. The aim of the paper is twofold: 1.
The philosophical portion intends to formulate a philosophical foundation that would emphasize the role of movement and dy- namic experience in cognition and self-cognition, and trace the limits of the metaphysics of substance, which traditionally influ- enced earlier interpretations of these topics. This foundation is informed by philosophy of process and philosophy of experience, especially Dewey's concept of continual and self-reconstructed experience which develops intellect and critical, complex think- ing. 2.
The pedagogical part of the text, meanwhile, deals with Shul- man's theory of pedagogical content knowledge, interpreted as a kind of movement facilitating the transmissive process of know- ledge and competence building. As a key driver of the learning process, pedagogical content knowledge is presented as an ex- ample of a contemporary dynamic pedagogical theory, explicitly demonstrating that education cannot be conceived as a static, structural framework.