{"id":1286,"date":"2025-12-10T17:14:09","date_gmt":"2025-12-10T17:14:09","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/embody-your-intention-using-somatic-practices-to-enhance-student-and-teachers-creativity-and-engagement\/"},"modified":"2025-12-10T17:14:09","modified_gmt":"2025-12-10T17:14:09","slug":"embody-your-intention-using-somatic-practices-to-enhance-student-and-teachers-creativity-and-engagement","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/embody-your-intention-using-somatic-practices-to-enhance-student-and-teachers-creativity-and-engagement\/","title":{"rendered":"Embody your Intention: Using Somatic Practices to Enhance Student and Teachers\u2019 Creativity and Engagement"},"content":{"rendered":"<p><strong>Volume:<\/strong> 7<br \/>\n<strong>Issue: <\/strong>1<br \/>\n<strong>Year:<\/strong> 2025<br \/>\n<strong>Author(s):<\/strong> Roberta Allesandrini Istituto Europeo di Design, Rome<\/p>\n<p>In contemporary higher education, there is a critical need to reimagine pedagogical practices through holistic mind-body approaches. The author explores the transformative potential of integrating mindfulness, yogic principles, and somatic practices into academic teaching methodologies. By focusing on lecturers&#8217; intentional reconnection with both their pedagogical purpose and their own personal intention, this work examines how targeted physiological interventions\u2014including vestibulo-ocular reflex (VOR) stimulation, proprioceptive exercises, and coherent breathing techniques\u2014can serve as powerful intro to a vast array of creative classes.<br \/>\nSomatic practices, such as visual detoxification and mindful breathing, and embodied learning strategies can be proposed in the classroom through a series of practical exercises and act as a resource to help improving educators&#8217; cognitive presence and students&#8217; engagement. The author proposes a comprehensive approach to turning traditional lecture formats into meaningful, transformative learning experiences, promoting a paradigm shift in curriculum design that prioritizes holistic well-being and intentional teaching.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Embody_your_Intention_Using.docx\">Embody_your_Intention_Using.docx<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Embody_your_Intention_Using.pdf\">Embody_your_Intention_Using.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 7 Issue: 1 Year: 2025 Author(s): Roberta Allesandrini Istituto Europeo di Design, Rome In contemporary higher education, there is a critical need to reimagine pedagogical practices through holistic mind-body approaches. The author explores the transformative potential of integrating mindfulness, yogic principles, and somatic practices into academic teaching methodologies. By focusing on lecturers&#8217; intentional reconnection [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1286","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1286","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1286"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1286\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1286"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}