Abstract
Embodied familiarization is offered as an overarching conception of learning informed by work in the hermeneutic philosophical tradition, especially the writings of Heidegger, Merleau-Ponty, Taylor, and Dreyfus. From this perspective, learning is conceptualized as meaningful engagement that involves a shift in embodied familiarity—that is, a shift in one’s sense of “dwelling” and capability. This view of learning differs from others in that it is based on an agentic account of human practical involvement (viz., participational agency) and makes no effort to explain learningrelated phenomena through mental representation or other reified constructs. As an alternative to traditional learning theories in psychology, embodied familiarization treats concernful, practical involvement as its primary ontological commitment. This conceptual alternative is described through a discussion of four lived phenomena (antecedent familiarity, encounters with unfamiliarity, exploration, and tacitization) and three modes of familiarity (basic, working, and skilled).
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