Bringing philosophy to life: Embodied and multimodal pedagogies for complex conceptual learning.

This study explores pedagogical practices in higher education philosophy classrooms, focusing on the diverse strategies employed by an experienced philosophy lecturer in Argentina to make abstract philosophical concepts accessible and memorable. Situated within the framework of Pedagogical Content Knowledge, the study reveals how methods such as metaphors, analogies, embodiment, and sensory engagement were used to foster students' understanding and retention of complex ideas. By examining the lecturer’s holistic approach - one that integrates cognitive, sensorial, linguistic, emotional, and physical dimensions - this research addresses gaps in the literature, particularly the underexplored role of teacher embodiment and presence in philosophy education. Conducted in a context of limited resources and social challenges, this study provides insights into adaptive, multimodal strategies that could enhance teaching efficacy in other disciplines grappling with abstract content. The findings contribute to a broader understanding of philosophy education, showing how dynamic, multimodal, and engaging techniques can make complex ideas relatable and deeply meaningful for students.