Ben Spatz’ examination of concepts of technique and practice in embodied knowledge is a richly rewarding read, both for its rigorous discussion and clarification of ideas which can often be confused and confusing, and for its thought-provoking analysis of a range of examples. He argues for embodied knowledge, such as found in the three areas of physical culture, performing arts and everyday life, as a major field of knowledge on a par with the humanities and sciences; and ultimately makes challenging practical suggestions as to how embodied knowledge might find a stronger place in academe through the development of appropriate modes of documentation and resulting possibilities for scholarly investigation and research. Reading from my perspective as a dance practitioner I have found much here that can help to articulate the underpinnings of dance practice and their consequences for pedagogy. Spatz’ examples drawn from a range of other fields resonate strongly with current debates and concerns in dance. (more…)