International Journal of Educational Reform· 2026Q2
Beyond Synchronisation: Developing the Pedagogy of Rhythmic Embodiment for Post-Standardisation Education
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- Q2SCImago
- 2026year
Short summary
The Pedagogy of Rhythmic Embodiment is proposed as a new educational framework that treats temporal plurality as constitutive of learning, moving beyond traditional synchronization methods.
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Key points
- Proposes the Pedagogy of Rhythmic Embodiment as an alternative to synchronized educational pacing.
- Identifies four core functions: Reception, Integration, Restoration, and Expression, which are fluid and overlapping.
- Treats temporal plurality as a constitutive element of the learning process.
- Offers a provisional architectural model for coordination during educational transitions.
AI-generated from the title and abstract; the full text is not read.
Abstract
Educational responses to temporal difference often adjust pacing or scheduling while leaving learning organisation unchanged. This exploratory study asks what pedagogical form becomes possible when temporal plurality is treated as constitutive of learning. Drawing on multi-source fieldwork in Vietnam and vernacular pedagogical units, it identifies four recurrent functions – Reception, Integration, Restoration and Expression – that overlap, recur and vary in duration. From these relations, the study proposes the Pedagogy of Rhythmic Embodiment as a provisional architecture of coordination through transition, offering initial support and a testable agenda without claiming efficacy or universal transferability.
The authors' abstract, as published at the source. International Journal of Educational Reform, 2026 · DOI ↗
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Field: Human Factors and Ergonomics
Human Factors and ErgonomicsSocial Sciences