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This paper aims to use embodied theory to analyze consumer experience in a retail brandscape, Hollister Co. By taking a holistic, embodied approach, this study reveals how individual consumers interact with such retail environments in corporeal, instinctive and sensual ways.

The primary source of data was 97 subjective personal introspective accounts undertaken with the target age group for the store. These were supplemented with in-depth interviews with consumers, managers and employees of Hollister.

The authors offer a conceptualization of consumers’ embodied experience, which they term The Immersive Somascape Experience. This identifies four key touch points that evoke the Hollister store experience – each of which reveals how the body is affected by particular relational and material specificities. These are sensory activation, brand materialities, corporeal relationality and (dis)orientation. These may lead to consumer emplacement.

The authors propose that taking an “intelligible embodiment” approach to consumer experiences in retail contexts provides a deeper, more holistic understanding of the embodied processes involved. They also suggest that more anthropological, body-grounded studies are needed for the unique insights they provide. Finally, they note that there is growing consumer demand for experiences, which, they argue, points to the need for more research from an embodied experience perspective in our field.

The study reveals the perils and pitfalls of adopting a sensory marketing perspective. It also offers insights into how the body leads in retail brandscapes, addressing a lack in such approaches in the current retailing literature and suggesting that embodied, experiential aspects of branding are increasingly pertinent in retailing in light of the continued growth of on-line shopping.

Overall, the study shows how an embodied approach challenges the dominance of mind and representation over body and materiality, suggesting an “intelligible embodiment” lens offers unique insights into consumers’ embodied experiences in retail environments.

Architectural history is the fundamental resource that informs the essence of architecture and design thinking; however, education does not appear to link history to design thinking. A study of architectural history textbooks reveals the inadequacy of relying on the modern paradigm and architecture's typology of styles and periods. Instead, conceptual metaphor theory is recommended as the framework for understanding architectural history from an experiential approach. This study aims to complement architectural history by a new understanding of embodied cognition in generating paradigm change.

This study reviewed architectural history through changing body metaphors in terms of embodied experience. The study examined three different metaphorical structures of the body – nature, machine and neural network – projected on the built environment and experienced in accordance with three periods of architectural history, which are categorized as before modern, modern and after modern.

As a result of the case study, ancient pyramids can attain more empirical meaning as playful spaces than abstract forms, Greek temples as social spaces than symbolic spaces, medieval churches as atmospheric spaces than visually-centric spaces, modern residential buildings as unsustainable machines and contemporary parks as raising awareness of sustainable environment.

Therefore, this article contributes to understandings and knowledge of how built environments are experienced from the perspective of a neural network, to the development of a pedagogical alternative to traditional architectural history, to linking architectural history to design and practice to re-establish the importance and vitality of architectural history and finally to creating a sustainable didactic.

The consumer acculturation literature argues that reconstituting familiar embodied practices from the culture of origin leads to a comforting sense of home for consumers who move from one cultural context to another. This paper aims to extend this thesis by examining further dimensions in migrant consumers’ experiences of home culture consumption.

This paper analyses data gathered through multi-modal depth interviews with Southeast Asian skilled migrants in New Zealand through the conceptual lens of embodiment.

Building on Dion et al.’s (2011) framework of ethnic embodiment, the analysis uncovers home culture consumption as multi-layered experiences of anchoring, de-stabilisation and estrangement, characterised by convergence and divergence between the embodied dimensions of being-in-the-world, being-in-the-world with others and remembering being-in-the-world.

This paper underscores home culture consumption in migration as an ambivalent embodied experience. Further research should investigate how other types of acculturating consumers experience and negotiate the changing meanings of home.

Marketers in migrant-receiving and migrant-sending cultural contexts should be sensitised to disjunctures in migrants’ embodied experience of consuming home and their role in heightening or mitigating these disjunctures.

This paper helps contribute to consumer acculturation theory in two ways. First, the authors show how migrants experience not only comfort and connection but also displacement, in practices of home culture consumption. Second, the authors show how migrant communities do not only encourage cultural maintenance and gatekeeping but also contribute to cultural identity de-stabilisation.

In this chapter, I explore embodiment as a multi-modal pedagogy for teacher education. I begin with a theoretical exploration of the concepts of embodiment and embodied pedagogy across a range of cultural, philosophical and research traditions and their significance in considering powerful pedagogies for contemporary teacher education. I then go on to present a lived example of ‘the image of the images’ as a drama-based embodied pedagogy for pre-service teacher reflection. Drawing on my research in Australia with a group of pre-service teachers, I unpack the potential benefits of embodied reflection as a pedagogical strategy for engaging pre-service teachers in deep, collaborative reflection on learning to teach. Finally, I offer suggestions for adapting and applying this pedagogical approach across different teacher education contexts.

The purpose of this paper is to discuss the interactive processes linking lived embodied experiences, language and cognition (body-talk-mind) and their implications for organizational change.

The authors use an “embodied realism” approach to examine how people feel/perceive/act (embodied experiences), how they make sense of their experiences (cognition) and how they use language and communication to “talk sense” into their social reality. To exemplify the framework, the authors use a cooking metaphor. In this metaphor, language is the “sauce”, the catalyst, which blends raw, embodied, “lived” experience with consequent rationalizations (“cooking up”) of experience. To demonstrate the approach, the authors employ the study of a Chinese multinational subsidiary in Bangkok, Thailand, where participants were encouraged to build embodied models and tell their stories through them.

The authors found that participants used embodied metaphors in a number of ways (positive and negative connotations) in different contexts (single or multicultural groups) for different purposes. Participants could be said to be “cooking up” realities according to the situated context. The methodology stimulated an uncovering of ineffable, tacit or sensitive issues that were problematic or potentially problematic within the organization.

The authors bring back the importance of lived embodied experiences, language and cognition into IB research. The authors suggest that embodied metaphors capture descriptions of reality that stimulate reflexivity, uncover suppressed organizational problems and promote the contestation of received wisdoms when organizational change is pressing and urgent. The authors see the approach as offering the potential to give voice to embodied cultures throughout the world and thereby make IB research more practically relevant.

The purpose of this paper is to explore the actions of different senses on visitors’ embodied experience in dark tourism “field,” including embodied emotions/cognitions.

This research uses qualitative analysis by applying tourists’ reviews from two main Chinese tourism websites and the software of MAXQDA. It identifies the senses applied in the embodiment process in dark tourism “field” and matches these senses to the specific types of embodied emotions/cognitions.

This research identifies four main senses. The visual sense has the greatest influence on 27 embodied emotions and 7 embodied cognitions. Auditory and temperature sense create particular emotions. This research also points out the phenomenon of “banned behavior.” At last, to achieve accessibility/acceptability, Nanjing Memorial Hall applies two strategies to distance the extreme historical events from visitors: the construction of aesthetic elements and the way it shows historical objects.

It uses both qualitative and quantitative data to identify the classifications and degrees of senses, emotions and cognitions as well as the relations between them. However, there are difficulties in the coding process because of the language differences, which requires a good understanding of the context of the tourism experience.

The research results could be used as a psychological reference and in the design of dark tourism product.

It provides a specific understanding of the way in which visitors interact with dark tourism objects and environment.

This is the first research that explains the dark tourism experience from the perspective of embodiment. It provides conceptual as well as empirical reference for a new research topic.

Since the mid-1990s, the social model of disability has come under scrutiny. Several researchers have examined the role of ontology (philosophical ideas about the nature of what it means to be human) in relation to disability. In this paper, we situate this burgeoning understanding of disability within the set of post-cartesian ontologies, which disrupt the separation of the mind from the body and its attendant dichotomies. Furthermore, we seek to show how such a change can carry through to the research paradigm and therefore affect tangible outcomes of disability research.

A commitment to an embodied ontology requires first and foremost that researchers rethink what is being studied by focusing on the diverse characteristics of being and its actualization within the world. This will involve an emphasis on the lived experience of the body, including issues of affect, identity and movement, as well as broader issues of embodied being.

Using a research program currently underway at the Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) as a detailed example, we draw on the ontological framework to help articulate the way research can be re-organized. We show how projects at different scales can be brought to work together, and highlight how a focus on embodiment issues facilitates such multi-disciplinary, inter-project collaboration. We note that adopting such an ontology-based framework will accomplish three major outcomes: (1) increase the relevance and effectiveness of new projects with regard to the overall vision; (2) enhance cross-project synergies and ensure stronger ties between research and practice; and (3) contribute to shifting the underlying ontology from a more cartesian approach to a post-cartesian embodied perspective.

The new ontologies embrace, integrate and extend the earlier social and biomedical perspectives, and offer a critical perspective on technology. The embodied approach recognizes not only the embodiment of research subjects, but also the embodied experience of the researchers themselves. In addition, the approach leads to a more holistic organization of research within a global, interconnected structure of projects rather than simply a collection of separate projects organized into thematic areas, as was done in previous decades. This reorganization of research enhances the ability to engage academic researchers with practitioners not just in the hospital and clinical settings, but also within the wider community.

This study aims to explore how people bodily narrate and use collective memory to clarify their embodied experiences regarding a city which they memorise.

Drawing on 1,359 short stories collected by the online travel portal Visit Turku about ‘How the city feels’, the fine-grained embodied experiences of people are represented through descriptions of their feelings towards the city of Turku.

Based on the analysis, two aspects through which the respondents narrated their embodied experiences of cities have been identified: (1) the sociomaterial entanglements with the city and (2) the humane relationship with the city.

This study is limited to short stories acquired online, raising questions of anonymity and representativeness. Thus, these narrations are constructions which have to be interpreted as told by specific people in a certain time and place.

Tourist agencies should pay attention to the value of looking at written stories as bodily materialisations of people’s experiences of city destinations. Understanding this would strengthen the cities’ competitiveness.

By empirically highlighting how people memorise a city through narrations, the study offers novel viewpoints on the embodied experiences in cities as well as the cultural constructs these narrations are based on, thus broadening our understanding of how cities become bodily entangled with us.

Walking is considered as a particular relationship for rhythmic moving in cityscapes and as method for understanding. The purpose of this paper is to explore the significance of an embodied way of sensing and making sense, of knowing and learning that is relevant for tourism education and studies and other forms of experiential learning.

The paper uses a conceptual, discursive and research-based approach based on a phenomenological understanding of embodied learning. Empirical “data” from two educational tours (Edutour) in Lisbon and Shanghai are presented, contextualized and interpreted.

Walking through cityscape related to projects is an “effective” embodied practice of learning in which senses “make sense.” The empirical material and experiences that emerged during Edutour demonstrated the significance of walking as form of embodied knowing, learning and interrelating to place and paces of a tourist city.

The idea of walking as method within tourist cities is hardly explored. Hence, this constitutes a unique, innovative and interpretative event in which new approaches, such as “fielding” and “reflactions” “in the feeld”, defy more traditional concepts. It emphasizes the role of the city as a medium and remains a valuable contribution for tourism and education research.

In madrasahs around the world, teaching and learning methods regarding the memorisation of the Qur’an follow the same notion of repetition and the need for embodiment, going beyond rote memorisation, to include a form of active learning. The process of memorisation for automaticity and inculcation of the Qur’an is seen when an individual can accurately recite the text in an illuminating way. This approach of repeatedly reciting, reading and writing Qur’anic texts is seen as an enduring method for achieving accuracy, fluency and automaticity. The purpose of this study is to extend the existing body of knowledge in the field by proposing that memorisation in the Islamic context is evident through embodied interactions in the spiritual and physical realm. Educational research on madrasahs is scarce, and the limited research that has been conducted focuses primarily on children’s madrasahs. This study is unique, in that its focus is British madrasahs for adults.

After conducting observations and interviews at three British adult madrasahs, a narrative analysis using a “holistic-form” approach to gain complete narratives of recitation, oral repetition and embodied learning in the Islamic context was performed. It was found that memorisation and the desire for embodied learning were an integral part of madrasah life and the foundation of the pedagogical approach and of students’ relationship with the teachers. This study concludes that the pedagogical approach used in the madrasahs reflects deep learning through an action-oriented methodology. This study’s fieldwork provides insights into the distinctiveness of the madrasah approach.

The study provides insights into the characteristics of the memorisation process as represented in the embodied actions of the learner. The results indicate that, in the future, the Islamic memorisation methodology must continue to support deep learning where rote memorisation is integral to an iterative process of practice.

The Islamic memorisation methodology needs to retain an approach that supports higher learning where rote memorisation is integral to an iterative process of practice and in this study, some, in achieving embodied learning. This in turn is instrumental in sustaining an Islamic epistemological perspective of the inseparable nature of knowledge and the sacred. This study provides some insights into the “heart” of the Islamic approach towards memorisation for embodiment that represents a complex process of individual renewal based on the notion of adab through an approach to deep learning.