The field of adult education is constantly evolving, embracing diverse methodologies that enhance learner engagement and deepen understanding. Somatic learning, which emphasises the integral role of the body in the learning process, is a compelling approach. This article explores the conceptual framework, benefits and applications of somatic learning in adult education, drawing on the insights of Tara L. Horst and Daniel Siegel and complemented by broader academic perspectives.

Conceptualising somatic learning

Somatic learning is defined by its focus on the body as a vehicle for knowledge acquisition, where learning occurs through physical sensations, movement and emotional responses. Horst (2008) describes it as an embodied experience that engages the physical and emotional realms of the learner, facilitating a deeper connection with the material. This concept resonates with Matthews' (1998) view of somatic knowledge as 'an embodied experience of being and doing' and highlights the transformative potential of learning through physical engagement. The integration of Siegel's theory of the eight senses, including proprioception and interoception, enriches this model by recognising how internal bodily states and the wider sensory input influence learning (Siegel, 2001).

This work "Somatic learning mind map" by Maria FABIANI is licensed under Creative Commons Attribution 4.0 International

Advantages of somatic learning in adult education

Somatic learning offers several advantages that are particularly relevant to adult learners:

Improved cognitive and emotional integration: By involving the body and all the senses in learning activities, there is a holistic integration of cognitive, emotional and physical learning processes, promoting a comprehensive understanding (Clark, 2001).   

Increased engagement and retention: Active participation through somatic methods, enhanced by mindfulness of internal states as described by Siegel, can increase motivation and improve retention (Chapman, 1998).   

Promoting personal and professional growth: Practices such as yoga, Feldenkrais or other somatic education methods, when understood through the lens of Siegel's interoception, enhance self-awareness and leadership skills, illustrating the relevance of the model to professional development (Horst, 2008; Siegel, 2008).

Implementing somatic learning

To effectively integrate somatic learning into adult education programmes, educators can use several practical approaches:

Experiential activities: Incorporating role-playing, simulations and physical exercises can help simulate real-life scenarios and enhance learning outcomes. This can be further enriched by considering Siegel's insights into the relational and introspective senses, fostering deeper interpersonal connections and self-reflection (Durrance, 1998).   

Creative arts: Activities such as dance and the visual arts tap into the affective and kinesthetic dimensions of learning, allowing exploration of complex social and cultural issues (Fortin, 1998).   

Mindfulness and movement-based practices: Techniques such as yoga, Feldenkrais and tai chi align physical movement with cognitive and emotional processes, supporting holistic learning experiences. These practices are based on Siegel's concepts of mindsight and interoception and facilitate mindful awareness of bodily states and mental activities (Siegel, 2008; Horst, 2008).

Challenges and ethical considerations

There are several challenges to implementing somatic learning:

Educator preparedness: Trainers need to be trained in somatic techniques to ensure they are delivered effectively and sensitively. This training should include an understanding of Siegel's sensory theories in order to fully integrate the body's internal signals into teaching methods (Crawford, 1998).   

Cultural and personal boundaries: Somatic learning involves personal spaces and can raise issues of personal comfort and cultural norms, requiring sensitive facilitation and respect for individual boundaries (Brockman, 2001).   

Assessment and evaluation: Traditional assessment methods may not capture the depth of learning achieved through somatic practices, necessitating the development of innovative assessment strategies that take into account sensory and somatic integration (Schön, 1983).

Conclusion

With the European Pillar of Social Rights Action Plan setting a target of 60% of adults participating in annual training by 2030, improving the adult learning experience is essential for deeper engagement and understanding. Somatic Learning, by integrating Siegel's insights into Horst's model, provides a comprehensive approach to education. Somatic learning offers a dynamic and holistic approach to adult education, enabling educators to create enriched environments that effectively meet the diverse needs and preferences of adult learners.

References

Brockman, J. (2001). A somatic epistemology for education. The Educational Forum, 65(4), 328-334.

Chapman, V. L. (1998). Adult education and the body: Changing performances of teaching and learning. 1998 AERC Proceedings.

Clark, C. (2001). Off the beaten path: Some creative approaches to adult learning. New Directions for Adult and Continuing Education, 89, 83-91.

Crawford, L. A. (1998). Including the body in learning processes. 17th Annual Conference of the Canadian Association for the Study of Adult Education.

Durrance, B. (1998). Some explicit thoughts on tacit learning. Training and Development, 52(12), 24-29.

Fortin, S. (1998). Somatics: A tool for empowering modern dance teachers. Dance, Power and Difference: Critical and Feminist Perspectives on Dance Education.

Horst, T. L. (2008). The body in adult education: Introducing a somatic learning model. Adult Education Research Conference. Retrieved from https://newprairiepress.org/aerc/2008/papers/28

Matthews, J. C. (1998). Somatic knowing and education. The Educational Forum, 62(3), 236-242.

Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.

Siegel, D.J. (2001). Toward an interpersonal neurobiology of the developing mind: Attachment relationships, “mindsight,” and neural integration. Infant Mental Health Journal, 22(1), 67–94.

Siegel, D. J., & Amadei, G. (2008). Mindfulness e cervello. Raffaello Cortina.