February 2026
Conversation about Embodied Critical Thinking
February 9th
Sigríður Þorgeirsdóttir and Donata Schoeller were guests on the Future Learning Design Podcast. The episode challenges the long‑standing assumption that critical thinking is simply a neutral, logical skill set. Instead, it draws on emerging cognitive science to show that reasoning is inseparable from emotion, embodiment, and lived context. The implications for education are significant, pointing toward more sophisticated approaches to teaching critical thinking across disciplines – from mathematics to philosophy.
You can listen to the conversation here.
If you’re interested in finding out more about the upcoming training with Donata and Sigríður, check out the link here.
January 2026
Aesthetics and Sustainability Meet in Granada
January 29-30th
The University of Granada hosted an international workshop titled “Aesthetics, Sustainability and Education” at the historic Carmen de la Victoria on 29–30 January, bringing together researchers, artists, and educators to examine how aesthetic experience can deepen public engagement with ecological issues.
Organizers emphasized that transformative learning requires more than information — it demands affective and aesthetic shifts in how people perceive the world and their place within it. The workshop therefore explored how environmental aesthetics and the aesthetics of science might foster more attentive, caring, and sustainable forms of relating to nature.
The program combined lectures by senior scholars with short project presentations and group sessions led by early‑stage investigators, creating a collaborative environment for interdisciplinary exchange.
Ólafur Páll Jónsson, as well as being one of the workshop’s organizers, delivered a lecture titled “Hope and Material Reality.” This talk examined how hope can be grounded in material reality by contrasting abstract notions of the horizon with concrete, experiential accounts from Thoreau and visual art.
Also presenting were Gunndís Ýr Finnbogadóttir who presented “Unstable Ground” and Monika Lindner, who contributed a poster titled “An Experiential Perspective: Relating to Oneself Is Caring for the World.”
For more information see the website of the event here.
You can also find impressions on LinkedIn here.
Gendlin Research Center Opens 2026 Philosophy Prize
January 5th
The Gendlin Research Center has opened submissions for the 2026 Gendlin Philosophy Prize, a $1,000 award recognizing outstanding scholarship on the work and thought of Eugene Gendlin. The competition is open to scholars, current graduate students in philosophy or related fields, as well as individuals who completed a Master’s degree or Ph.D. within the past four years. Submissions must engage substantively with Gendlin’s philosophy.
Papers may not exceed 2,500 words. The winning author will be invited to present their work in a public online event moderated by members of the Gendlin Research Center. Entries are due April 1, 2026 and prize decisions will be announced by June 1, 2026.
For additional details click here
December 2025
Conversation with Greg Madison
Dec 11th
On the 11th of December Sigríður Þorgeirsdóttir had a conversation with Greg Madison on his podcast The Living Process. The conversation delved into the unique experience of teaching embodied reflection to philosophy students. Sigríður shared insights on how this approach can deepen understanding and foster a more holistic form of learning, bridging the gap between abstract reasoning and lived experience. Sigríður emphasised the necessity of cultivating an environment where students are not only encouraged to question and analyse but also supported in developing the confidence to express their perspectives.
The conversation extended to contemporary issues surrounding Artificial Intelligence. Sigríður and Greg compared the processes of machine learning and human thinking. While AI can process vast amounts of information and identify patterns at impressive speeds, they discussed how human cognition remains distinctive in its capacity for embodied understanding, emotional nuance, and ethical deliberation.
This episode offered a rich exploration of what it means to think critically and reflectively in today’s world – both as individuals and within academic communities. Sigríður’s insights on embodied reflection, the challenges of imposter syndrome, and the evolving role of Artificial Intelligence provided valuable food for thought, underscoring the ongoing relevance of philosophy in navigating contemporary challenges.
November 2025
Lecture at the University of Bahia in Brazil
Nov 26th
On November 26, Sigríður Þorgeirsdóttir delivered a lecture titled Philosophy as Eros: Thinking with a Felt Sense at the University of Bahia in Brazil. In her talk, she explored how Socratic methods of inquiry can be reinterpreted in light of contemporary research on the embodied and experiential foundations of thought.
Her central argument was that the growing presence of AI in higher education creates both an opening and an urgent need to cultivate embodied philosophical practice—critical thinking rooted in lived, felt experience—across all levels of academia.
The lecture unfolded in three parts:
- The ancient roots of Eros in Plato’s Symposium.
- The link between love and philosophy as a source of inspiration in contemporary feminist philosophy.
- Philosophizing from a felt sense as a way of practicing philosophy as Eros—understood both as desire for knowledge and as the courage to think independently.
Throughout her discussion, Sigríður emphasized Eros as a particular conception of love: a driving force in philosophical reflection. She highlighted that philosophizing from a felt sense represents a contemporary mode of practicing philosophy as Eros. This approach, exemplified in Eugene Gendlin’s work, cannot be fully grasped through theory alone—it requires direct experience and a genuine leap into practice.
For those interested in exploring this leap further, an open-access book has emerged from a research project on embodied methodologies of philosophical thinking: Practicing Embodied Thinking in Research and Learning, edited by Donata Schoeller, Sigríður Þorgeirsdóttir, and Greg Walkerden (Routledge, open access). Read the book here.
Conference about Artificial Intelligence in Education at the Teacher's Academy
Nov 21st
On November 21st there was a Conference on artificial intelligence in education and pedagogy at the Teacher’s Academy. Sigríður Þorgeirsdóttir, Guðbjörg R. Jóhannesdóttir and Björn Þorsteinsson did a presentation on the benefits of bringing the methods from the Freedom to Make Sense project into the classroom. Their presentation had the name Freedom to Make Sense: Embodied, Experiential and Mindful Learning in Higher Education. They addressed the issues regarding artificial intelligence in higher education from the perspective of embodied organic intelligence.
A Workshop for Teachers
Nov 15th
On 15 November, a MakeSense workshop for upper secondary (gymnasium) teachers titled “I Am My Own Laboratory: Cultivating Felt Sense and Attentiveness in Education and Teaching” was held. Twenty teachers from Fjölbrautaskólinn í Breiðholti (FB) and The Reykjavík School of Visual Arts attended. The workshop was facilitated by Guðbjörg R. Jóhannesdóttir, Monika Lindner, and Sigríður Þorgeirsdóttir, who introduced methods of embodied critical and creative thinking. These approaches can be traced back to the University of Chicago and the work of Eugene Gendlin, Mary Hendricks, and others.
The workshop aimed to:
demonstrate simple steps for working with felt sense in education
practice attentive listening
explore ways to find one’s own voice and greater clarity
These methods support teachers in cultivating attentiveness, independent critical thinking, and constructive communication in the classroom. In the age of artificial intelligence, it is especially important for students to stay in touch with the embodied grounds of their own thinking.
October 2025
Lecture at Fjölbrautarskólinn in Breiðholt
Oct 9th
Sigríður Þorgeirsdóttir delivered a lecture at Fjölbrautaskólinn í Breiðholti (FB) on 9 October titled “The Battle for Attention,” examining how attention functions in schools and education in an era shaped by social media, the internet, and AI. Drawing on Simone Weil’s claim that training attention is the central aim of education, Sigríður outlined a philosophy of attention and introduced Eugene Gendlin’s Focusing-based methodology of embodied thinking as a practical approach to cultivating attention at all educational levels. Monika Lindner and Guðbjörg R. Jóhannesdóttir guided participants through exercises to experience these methods firsthand.
This talk opened a lecture series hosted by Fjölbrautaskólinn í Breiðholti in celebration of the school’s 50th anniversary. FB is one of the largest gymnasiums in Iceland, with nearly 2,000 pupils, and the audience comprised school leaders and teachers.
May 2025
The Olive Tree Programme
May 30 - June 3
The Olive Tree Programme was held at the University of Iceland from May 30 to June 3. The Olive Tree Programme aims to train individuals in methods that enable them to develop resilience and emotional endurance. The instructors were Margaret Quinn, Tom Larkin, and Mary Jennings from the Irish Focusing Network. They have decades of experience in training and applying embodied-cognitive techniques such as focusing, which are rooted in a felt sense for issues and problems.The methodology of focusing was developed by Eugene Gendlin at the intersection of psychology and philosophy.
The project manager and fourth instructor of the programme is Ghada Radwan, a master’s student at the School of Education at the University of Iceland. The Olive Tree Programme is part of her master’s thesis. The project is also part of the interdisciplinary research initiative Freedom to Make Sense (www.makesense.hi.is), a collaboration between researchers at the University of Iceland and the Iceland University of the Arts, as well as an interdisciplinary group of researchers from over 20 universities and research institutions around the world.
Participants in the course work with Arabic-speaking immigrants through various institutions in Iceland, including the Icelandic Red Cross, the City of Reykjavík, the Municipality of Kópavogur, and the Muslim Cultural Center in Iceland. At the end of the course, participants received certification to teach the methods in their own professional settings. The project was funded by the Development Fund for Immigration Affairs and the Swiss organization Challenge to Change, with support from the Icelandic Red Cross and the research project Freedom to Make Sense.
In the philosophical podcast Siggasophy (Sigguspeki), the team discusses how the program draws on the Focusing-based psychology and philosophy of Eugene Gendlin, offering a grounded, embodied approach to healing, resilience and life skills.
Visit from Darmstadt University of Applied Sciences
May 5-10, 2025
April 2025
Thinking At The Edge (TAE) Symposium
Exploring Experiences and Applications of TAE
April 4-6, 2025, online
The International Focusing Institute (TIFI)
The International Focusing Institute (TIFI) is dedicating a symposium to “Thinking at the Edge” (TAE). Members of the Freedom to Make Sense research group will participate with their own presentations and in panel discussions.
Thinking at the Edge (TAE) is a systematic way to think about our world and ourselves by directly referring to a felt sense. The TAE process starts from a knowing for which we don’t have words yet. The words and concepts that we know from public life tend to paint with a broad brush; public language seldom captures precisely what we are experiencing. The steps of TAE help us to develop a fresh use of language, to find just the right words which truly fit what we want to say. We learn through TAE to let words emerge gradually from the felt sense. Then, from our unique expression, TAE helps us to find ways to express our knowing in generalized terms as well, so that our insights can be communicated to others. In this way, our work in TAE can open new possibilities not only for ourselves but for others as well.
This symposium is meant as a chance for those who have at least a basic knowledge of TAE to share your knowledge, your insights, your enthusiasm, your questions and your edges with other attendees. We will have chances for informal TAE-based conversations or partnerships.
More information and registration (still possible; recordings are available): TAE Symposium
Donata Schoeller and Sigga Thorgeirsdottir – Bringing TAE to Higher Education
Over the past nine years, Sigga and Donata have worked to bring Gendlin’s methodology of focusing-based thinking into teaching and research at the university level.
To this end, they have gathered leading scholars and practitioners of Gendlin’s philosophy, psychology, and methodology from around the world, aiming to make his work better known within academia.
In this session, Donata and Sigga will discuss both the obstacles and successes of integrating Gendlin’s philosophy and methodologies into higher education and philosophy.
They also hope to have time to engage in the philosophical practice of TAE. By practicing together, we will experience the richness of a TAE movement, which enacts the interplay between experiencing and conceptualization as a responsive dance.
We will explore a TAE move on two levels: first, by honing the insights that emerge during the practice, and second, by reflecting on the move itself as we practice it. Both levels help us better understand what TAE reveals about the human capacity for thought, as well as the delicate, embodied magic of this capacity—something that, in an age of AI, is in need of cultivation.
Satoko Tokumaru – Enjoy Crossing
Satoko learned about TAE in 2004 and has been teaching it for over 20 years. Her experience teaching TAE to a large number of students at a university has transformed her TAE into something that is easy to understand. She has developed a number of exercises that allow you to learn the important points of TAE in a short amount of time. In this workshop, you will experience one of them: „Enjoy Crossing.“ Participants should prepare two photos that you like in advance.
Monika Lindner & Frans Sandbergen – Exploring Multiple Edges in Your Thinking at the Edge Journey
If you take the steps of Thinking at the Edge to a meaningful edge of what cannot yet be said, then you embark on a journey of discovery that is as effective as it is vulnerable. Something new comes through the creative act of receiving.
In the process, you may encounter a variety of surprising and challenging thresholds, „broken“ edges, ridges and the like, which you had perhaps not expected nor anticipated, and which indeed seem as though they might lead you off the path. In such situations, it is helpful to take a step back, as it were, and adopt a meta level view. This view from the meta level can clarify the situation, and the way you are — and want to be — with your TAE topic.
This workshop offers such a meta-space for searching for traces of experiences, aspects, practices and qualities of what one can call a „reflective (self) care.“ Developing a culture of reflective (self) care supports the evolution of a process at the edge of what can be said, and then itself becomes nurtured by that very process.
March 2025
Freedom to make sense: Becoming more real in thinking
Lecture by Prof. Donata Schoeller at the Institute of Philosophy, Thursday March 27, in Árnagarður 311 at 15-16.30 GMT
Freedom to Make Sense: Thinking from the Felt Sense
Presentation at the University of Iceland, March 7th
Participants in the excellence project „Freedom to Make Sense: Embodied, Experiential Research“ presented the theoretical foundations and methods of embodied critical thinking in learning and research. These methods aim to activate students’ and researchers’ own thinking by systematically utilizing their experiential knowledge. In other words, critical thinking is enhanced by engaging with subjects through one’s own felt sense of issues and fostering cognitive empathy in thought processes.
The seminar demonstrated how these methods are applied in teaching across various disciplines and with diverse groups. Finally, attendees had the opportunity to engage in felt-sensing exercises.
Photos are done by Chae Won Oh
Guðbjörg R. Jóhannesdóttir, Gunndís Finnbogadóttir og Kristín Valsdóttir│Embodied Critical Thinking and Artistic Research
Donata Schoeller, Elsa Haraldsdóttir, Sigríður Þorgeirsdóttir and Ghada Radwan│Creating a Space for Embodied Philosophical Thinking in the University Classroom
We shared insights into how to create conditions for listening—both inner listening and felt sensing—along with trust and cognitive empathy in the classroom. This is based on our experiences in introductory courses as well as in research seminars. We discussed this in relation to the methodologies of Focusing and Thinking at the Edge.
November 2024
Exploring ECT and Freedom to Make Sense
Prof. Schoeller’s workshops at University of Virginia
In November 2024, Donata Schoeller introduced the Embodied Critical Thinking and Freedom to Make Sense approaches in several workshops attended by an interdisciplinary group of graduate students and faculty members from the University of Virginia, as well as one introductory lecture at the the University of Toronto. She was invited by Professor Dorothe Bach, the Associate Director of the Center for Teaching Excellence at the University of Virginia, by Professor Michael Sheehey,Director of Research at the Contemplative Sciences Center at the University of Virginia, and Jeanne Watson, the former Associate Dean of Applied Psychology and Human Development at the University of Toronto.
„Embodied Critical Thinking and Understanding“ (ECTU)is an approach, research, and training initiative developed by a team of researchers at the University of Iceland. Over the years, it has evolved into a European Erasmus program and won an excellence grant for an international research project calles Freedom to Make Sense: Embodied, Experiential and Mindful research. The presentation will focus on some fundamental philosophical considerations underlying this approach.
ECTU acknowledges the complexity of lived and situated experience as the basis of human thinking, which always again needs processes of clarification and in-depth- understanding. This experiential characteristic of thinking calls for methods and practices that carefully open up a binding complexity, the intricacy of a point, of a crux, of a problem. Such understanding is not downloadable. Clarification and in-depth understanding often enough are the results of an unpredictable process. Acknowledging that human thinking always requires processes of clarification and realization harmonizes well with Kant’s three core questions of the Enlightenment: What can I know? What should I do? What may I hope? In a time of polarization, turmoil, and inflammable discourses, practices of embodied thinking and understanding strive to offer teachable and practicable methods to enhance listening skills and the capacity to handle complexity and vulnerability.
What participants say
Faculty members
„I deeply appreciated this workshop. It gave us permission to see “simple” things more completely and in ways that can guide understanding and shared reality. It gave us a process to think openly and listen carefully (with attention and care). It gave us time and space to be curious and creative. Thank you!“
„Today’s experience provided a long sought-for reminder for the things that matter in one’s interaction with the world, with one’s immediate surroundings and with oneself. It restored modes of listening that nowadays are almost extinct, and gave slowness and reflection a legitimate space within our daily experiences.“
“The process and experience today was very meaningful. It challenged me (in the most positive way) to apply it with my MBA students and be attentive to the individual pacing that the process requires. Thank you.”
„As someone that works with students this workshop was a great experience in listening without talking, and finding the root of felt self. Dropping the concept of my word and communicating what I was feeling with others with clarity was awesome. I felt more connected with the people I was talking to while also learning about myself.“
“What I found most productive (in an extremely thought-provoking workshop) was writing/thinking and the “background at my understanding of the concepts” I kind of can’t believe I haven’t yet done that with the key word of my book before! My concept was invention, and when I thought about it a flood of memories/ images made me realize how my personal relationship with this concept has really informed what I’m thinking about/ reacting to in my current research.
I would love to try this in my teaching because people are so rarely asked about their personal histories/experiences with concepts.They just go tot the academic information rather than the “felt-knowing”. The arguments, logic discourses. But felt-knowing can yield thinking that is so much richer and can deepen our understanding.Thank you! This was fantastic and so valuable to me.“
“Blocks and dead ideas arise in a culture of knowledge and thought that demands that every idea becomes a product. This is a tonic, a counterbalance, another way into and back to the reel of creativity.”
“This workshop and my conversation with my partner helped me see connections between concepts that didn’t seem related at first and made me realize (or remember) how playfully deep thought can be… what time given to process can make possible.”
“Hearing my thoughts reflected back to me was very moving. It was hard to listen without interfering. The cornerstone of this process appears to be the power of reflection, which I think translates to engineering well.
As an educator, I can use my alternate words to design lessons around the facets of this concept ( what I want to convey).”
„I appreciated being able to slow down and be in closer conversation with others. I also appreciated being able to share “unformed” thoughts in an academic environment. I would have loved to take a moment and feel into my body more. I was also inspired how I coils use this in my classroom- its; a little scary but useful! Thank you!“
„This was great! I leave a lot of workshops frustrated or disappointed because they don’t “give” me what I’m looking for. And while this workshop was not at all what I expected for something on critical thinking, it reminded me to slow down. It reminded me to be transparent with students. It reminded me to listen and give them space to listen to each other. And it taught me that not everything we do has to enact change. Conversations can inspire change, but change can be gradual, immediate or absent. And ultimately I think everything comes back to driving! Thanks for your time!“
Graduate students
“Embodiment in graduate research is critical. Empathy cannot coexist with guilt in design practice – architects and planners must cultivate a strong sense of self identity before going out to make change in the world.
Workshops like [this] are urgently relevant and invaluable spaces to slow down, intempt habits, and expand thinking. Please invite me to future workshops so I can continue to cultivate these skills! Thank you”
“It was a really rewarding experience. The aspects of self reflection and questioning the ideas and motivations behind concepts/research was really interesting. The openness of the space fostered thoughtful conversation and reflection.“
“Making your layers clear” really resonated as well. I saw how I could improve in how I articulate. The session made me aware of how to be a better listener and mindfully interact with logic and understanding. I would be interested in more sessions!“
“Yes! I was mentioning that the U.S. is a hassle and holding such events/space to just sit, think, understand, eat, is reviewed (culturally) unproductive. We’re all on a run, stressed, anxious, all the time because of it.
Thank you for the space, the food, the prompts, and maybe next time it can be together with a writing session (there goes my capitalistic impulse again) :,) “
“One main take-away from this event for me, as a physicist, is that even though we oftentimes feel overwhelmed with tasks to do or ideas to come up with in our pads, it’s important to think about the process itself of coming up with ideas and communicating them. Especially in physics, where these activities are strongly discouraged.“
„I believe this thought process stretches far beyond college campuses and higher education institutions I think the lack of listening and the concept that not every voice or thought should be considered valuable goes all the way up to our government and has seeped its way into our everyday society and is deeply embedded in our social norms and values ( even though we like to believe we are immune to implicit biases and are more “progressive” than ever before)“
“This workshop was really helpful in a conceptual way, but also in an affective, personal way. I not only see my concept differently, but I see my role in understanding this concept differently.”
June 2018
Embodied Critical Thinking (ECT)
Research Group since 2018
The Institute of Philosophy at the University of Iceland
The ECT research group was established in 2018 by Prof. Sigríður Þorgeirsdóttir, Prof. Björn Þorsteinsson, Dr. Donata Schoeller and Dr. Guðbjörg R. Jóhannesdóttir. Ole Martin Sandberg, Steinunn Hreinsdóttir, Gústav Adolf Bergmann Sigurbjörnsson and Monika Lindner were also involved. It runs a monthly research lab and has offered numerous lectures, workshops and training sessions. Since then, further projects have developed from it, such as „Teaching Embodied Critical Thinking and Understanding“ (TECTU) and Freedom to Make Sense.
Its purpose is to rethink critical thinking in embodied form.
Critical thinking is the core ability to be trained in philosophy. Enlightenment, according to Immanuel Kant, implies the courage to think-for-oneself. How does philosophy teach that? Philosophy conveys rich contents, but does it convey rich methods to encourage students to face their very own questions/ideas evolving from their actual experience of a highly complex world ?
ECT researches how the embodied and entangled being-in-the-world is the ground from where we think critically.
ECT researchers explore (interact with) an embodied space of meaning, in which the fresh precision of experiential processes is as important and relevant for the philosophical discourse as arguments are.
ECT explores what this means in terms of what we think and how we think, in terms of academic practices as well as in terms of educational practices.
The aim of ECT is to undertake a systematic, thoroughgoing and practical reconsideration of the concept and practice of critical thinking by engaging recent theories and discussions of embodiment in terms of integrating the complexity of feeling and experiential backgrounds in thinking.
The theories and pedagogics of ECT were put to practice in teaching, tested and qualitatively assessed in seminars for students, and in workshops for teachers and researchers. International universities participate in the project, as well as two transdisciplinary research institutes in Århus and Chicago. Internationally leading researchers and transdisciplinary research centers in the field of embodiment are involved in contributing to the theoretical and practical components of the project. The project takes its inspiration from Eugene Gendlin’s “pioneering work” (Depraz, Varela and Vermersch 2002: 2) on how to deliberately engage embodied experiential and felt backgrounds in reflective, creative and research processes.
Contemporary philosophers have described various functions of tacit and implicit forms of knowing that expand our understanding of rationality, yet until recently there has been a truly inconvenient shortage of means to methodologically draw upon these more-than-conceptual forms of thinking. Research in the cognitive sciences confirms how engaging an intricacy implicit in feeling and lived experience expands the scope of frameworks which one has at hand, fostering the ability to think within complexity (Damasio 1994, 1999, Depraz, Varela and Vermersch 2002, Ratcliffe 2008, Petitmengin 2007, 2016, Petitmengin and Bitbol 2009).
Gendlin’s methodology of “Focusing” and the philosophical technique of “Thinking at the Edge” that he developed at the intersection of phenomenology, pragmatism and humanistic psychology, have been applied in teaching philosophy and in developing research projects in universities worldwide, but have not yet been systematically explored in relation to critical, problem-based transdisciplinary thinking abilities of students and researchers. The ECT research project is a first-time inquiry into the effects of these methodologies in view of an enhancement of critical thinking abilities on the basis of an evidence-based assessment.
ECT manifests the “experiential turn” in philosophical education, responding to the insight that cultivating thinking is not only about cognitive development and good grades, and critical discourse is not exclusively restricted to debating positions. The conception of the intellect as an analytical modality of detachment is complemented by an understanding of intellect as a modality of openness to the world in experience, which holds “only insofar as we know how to make contact with it” (Noe, 2012: 3) and thus emphasizes perceptual faculties no less than cognitive abilities. To foster creative and communal, but also independent and problemoriented thinking requires connecting with an experiential basis. Encouraging students to draw on and develop their ability to experience and feel complex situations in addition to their cognitive capacities (Dewey 1984, Gilligan 1993, Gendlin 2017, Ratcliffe 2008) enhances transparency in argumentation and leads to independent, yet engaged and problem-based thinking. ECT is an integrative methodology that teaches how to combine different kinds of logical precision with felt situational experience. This helps students tackle the real-life challenges of issues that matter in today’s paradoxical and complex world.
