Embodying education – A Bildung theoretical approach to Movement Integration

Movement integration (MI) has become a significant part of contemporary education; it implies that teachers of any school subject are responsible for organising movement activities that are of educative value. In this paper, we use Wolfgang Klafki’s (1994) Bildung theoretical analysis to examine contemporary approaches to MI and clarify dominant theoretical and didactic ways of working with MI. We aim to suggest a new understanding of MI by applying Klafki's conception of categorial Bildung. We argue that it enables educators to emphasise the educative and existential potential of the embodied, social and emotional confrontation with the academic content.