When I bring students into new environments, whether it is a rehearsal hall, a historical site, or a classroom halfway across the world, I remind them that their bodies are their first tools for learning. Before we take notes, before we analyze, before we interpret, we experience. That experience begins in the body. This is the essence of embodiment: the integration of body and mind in the present moment, allowing us to fully inhabit our experiences rather than simply observe them from a distance. 

What Is Embodiment? 

At its core, embodiment is about recognizing that knowledge and awareness are embedded in bodily experience, not confined solely to the mind. The body is not simply a vehicle carrying us from one place to another; it is an active participant in how we perceive, process, and understand the world. Cognitive scientist Raymond Gibbs describes embodiment as the way “an agent’s own body” shapes everyday, situated cognition (Gibbs 2006). To me, the body is not separate from learning; it is the conduit through which learning takes place. 

To embody an experience is to feel it through the body, to allow the senses, breath, posture, and movement to inform learning. In practice, this means we are not only “thinking” about where we are or what we are doing, but also grounding ourselves in physical awareness. When we do this, the mind and body are no longer in separate silos; they become integrated, expanding the way we learn and connect. 

Why Embodiment Matters in Learning 

Embodiment shifts the way students interact with their surroundings. Instead of approaching learning as something abstract or detached, they become present participants in the moment. Research supports this: a recent meta-analysis of over forty studies found that embodied learning has a moderately positive effect on student performance, particularly in the humanities and among high school learners (Liu et al. 2025). This confirms what many educators observe in practice, and what dance artists experience on a regular basis—that when students learn with their bodies, they remember and connect more deeply. 

Some of the benefits of embodied learning include: 

• Presence: Embodiment invites students to anchor themselves in the here and now. In a world of constant distraction, the ability to be present in body and mind deepens engagement with both place and content. 
• Connection: By tuning into the body, students notice subtleties in their environment they might otherwise overlook—the way the air feels in a new climate, the acoustics of a space, or how landscape and architecture influence movement.  
• Memory and retention: Kinesthetic experiences form lasting memories. Students often recall embodied moments more vividly than abstract facts because those memories are stored not only in the brain but also in the body itself. 
• Well-being: Embodiment practices encourage mindfulness, grounding, and stress regulation. Amid travel, transitions, and new challenges, these practices give students tools to care for themselves holistically. 

Embodiment in Learning on Location 

Learning on location offers a unique opportunity to step outside the routines of the familiar. An unfamiliar environment heightens the senses, but without embodiment, students can rush past these details, more focused on completing tasks or capturing moments on their phones than inhabiting the experience. 

This is why I emphasize mindful movement as part of every site-based course I teach and site-based curriculum I design. By integrating embodiment into learning, students cultivate not just intellectual understanding but a deeper, more integrated connection to place. Scholars in embodied learning describe this integration as a practice that unites physical activity, cognition, and environmental interaction, challenging traditional divides between “mind” and “body” (Faella, Digennaro, and Iannaccone 2025). 

Consider a student visiting an ancient site. They can read about the history, take pictures, and listen to lectures. But if they pause to stand still, feel their feet rooted on the ground, breathe in rhythm with their surroundings, and notice the energy of the space, they embody the history, the culture, and the atmosphere in a way that transcends words. 

Practices for Mindful Embodiment 

When teaching embodiment to students, whether they are dancers or not, I emphasize practices that are accessible to everyone. These do not require dance training, but rather an openness to noticing and connecting with the body. 

1. Grounding through breath: Beginning each session with mindful breathing helps students arrive in their bodies and settle into the present moment. 
2. Awareness of posture: Simple exercises that bring attention to how the body sits, stands, or moves through space encourage students to notice tension, release, and alignment. 
3. Walking with intention: On location, I often ask students to walk silently, observing how their movement interacts with the environment. How does the terrain influence their stride? How does the atmosphere shift their awareness? How does the “soundtrack” of the site draw their attention?  
4. Reflective movement: A short sequence of mindful movement, such as gentle yoga postures or functional stretching, allows students to embody their responses to a place, translating emotional and sensory impressions into physical form. 
5. Stillness and observation: Sometimes, embodiment is not about movement but stillness, quietly standing or sitting in a space, letting the body register sensations without judgment or distraction. 

These practices support not only dance majors but also students from other disciplines who may not initially see the body as central to their learning. In fact, for those who are not trained movers, the discovery that their bodies can be powerful tools for learning is often illuminating. 

Beyond Dance: Embodiment for All Students 

It is important to me that embodiment is for all students, not just dance majors. Every student can benefit from the grounding, mindfulness, and presence that come with an embodied practice. 

When students cultivate embodiment, they develop skills that extend beyond the classroom: 

• The ability to notice when they are distracted and gently return to the present. 
• The capacity to regulate stress and anxiety through movement and breath. 
• A deeper sensitivity to context, culture, and environment. 
• The resilience to adapt to new situations with awareness rather than stress. 

In this way, embodiment becomes more than a learning tool; it becomes a life skill. 

Embodiment as a Pathway to Meaningful Learning 

Embodiment allows students to learn not just with their minds but with their whole selves. When we integrate body and mind, we are better equipped to engage deeply with our surroundings, to honor the historical and cultural significance of each site we visit, and to create memories that live not only in thought but in sensation and movement. 

My goal as an educator is to help students become mindful movers—people who understand that learning is not just about absorbing information but about experiencing and embodying it. Whether on location or at home on campus, the practice of embodiment gives students the ability to be fully present, to connect with their environments, and to carry those connections forward into their lives. 

Embodiment reminds us that to truly learn, we must not only think about the world but also feel it, sense it, and move with it. It is in this integration of body and mind that the deepest learning takes place. 

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References 

Faella, Pierluigi, Simone Digennaro, and Alice Iannaccone. 2025. “Educational Practices in Motion: A Scoping Review of Embodied Learning Approaches in School.” Frontiers in Education 10. https://doi.org/10.3389/feduc.2025.1568744. 

Gibbs, Raymond W., Jr. 2006. Embodiment and Cognitive Science. Cambridge University Press. 

Liu, Zhiwei, Haode Zuo, Yan Zhao, and Yongjing Lu. 2025. “The Effect of Embodied Learning on Students’ Learning Performance: A Meta-Analysis.” Frontiers in Psychology 16. https://doi.org/10.3389/fpsyg.2025.1658797. 

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About the Author  

Lauren Kearns is Maude Sharpe Powell Professor, Professor of Dance, and Director of Dance Sciences at Elon University. She serves as a seminar leader for the 2025-2027 research seminar on Learning on Location: Place-Based Pedagogies in Higher Education. She is the author of Somatics in Action: A Mindful and Physical Conditioning Tool for Movers (Handspring Publishing), a certified and registered yoga teacher at the E-RYT 500 level, a registered somatic dance educator with ISMETA, and is a Balanced Body comprehensively trained Pilates educator. 

How to Cite This Post 

Kearns, Lauren. 2025. “Embodiment in Learning on Location: Why Mindful Movement Matters.” Center for Engaged Learning (blog). September 16, 2025. https://www.centerforengagedlearning.org/embodiment-in-learning-on-location-why-mindful-movement-matters.