In both my anthropology classes, I’ve been getting a great introduction to classic and modern anthropological theory. Just recently we had a couple of readings that had to do with embodiment. In many of these readings, the anthropologist Pierre Bourdieu and his concept of ‘habitus‘ were referenced. Habitus as defined by Bourdieu (1990) is a principle that consists of objects of knowledge, a system of structured and structuring dispositions; it is a system of interacting elements or as Smith (2003) calls it, an attribute of individuals.
It’s this idea of habitus that Bourdieu places great importance on the body and action. Central to his concept is that habitus occurs through embodiment. When I read Mindhack’s article on Study Habits that discussed inherent studying habits that have been occurring since education and teaching have existed, I was intrigued with the possible notion of how we embody learning habits and how we can embody better study habits that move us (as students) from a passive role to active role. So instead of simply ingesting a lecture, we are now creating a dialogue with it; transforming the objective into subjective (from spectator to participant). It’s interesting to see that by thinking ‘deeply’, we can purposely affect our memory and what our minds are correlating.