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that transformational learning may be significantly deepened in pedagogical practice through the intentional development of embodied aesthetic wholeness and of eros in the dynamic space between teacher and learner. Embodied aesthetic wholeness attends to teaching and learning holistically through the body with consideration to: increasing receptivity and openness to learning; fostering skills of relationality; modeling wholeness-in-process in explicit reflexive texts; layering multiple strategies of inquiry, research experiences, and presentation; and acknowledging ecological and intuitive resonances.
