Disciplined (un)Knowing: The Pedagogical Possibilities of Yogic Research as Praxis

Authors

Sarah K. MacKenzie, Bucknell UniversityFollow

Abstract

Within this paper, I seek to engage with the possibilities that may exist when, through a yogic lens, we disrupt those unspoken, but accepted boundaries with/in research and pedagogy that separate art and science, reader and author, student and teacher, knowing and not knowing. Using multiple genres, I explore the practice of researching and the limitations of Truth seeking to create space for dialogue across the text, as reader and writer consider the pedagogical possibilities of letting go within research. In a culture that places a premium on knowing, this work can be uncomfortable, but in the discomfort one may discover new ways of knowing and seeing that invite praxis within pedagogy.

Keywords

Yoga, Arts-Informed Research, Pedagogy, Praxis, Poststructuralism

Publication Date

9-1-2010

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2010.1334

Recommended APA Citation

MacKenzie, S. K. (2010). Disciplined (un)Knowing: The Pedagogical Possibilities of Yogic Research as Praxis. The Qualitative Report, 15(5), 1124-1144. https://doi.org/10.46743/2160-3715/2010.1334