An investigation into the function of embodied the conscious `I` and intersubjective spatial cognition in sharing Australian dance education

Knowing who she/he is and where she/he is a basic aspect of both physically and mentally to the humans who learn everything through their experiences. In phenomenology perspective, human learns the world through space in that who she/he is may integrate with where she/he is and how she/he moves through the space. The school education of a country form through reflecting their cultural, historical and social characteristics, and it is no exaggeration to say that the a curriculum makes the society. Dance is one of the important aspects of the social progress of human because it develops cooperative spirit with which others. Dance is a part of human movement, culture, and conversation that something indispensible to live. Phenomenologists use the term intersubjectivity as a way to investigate the nature of experience of subject who lives with others. Intersubjectivity implies the relationship between the subject and the object engage with others that the subject becomes the object and also the object becomes the subject. This study explores the intersubjective spatial cognition and embodied the conscious ‘I’ through Australian dance education system as a sharing dance. Therefore, as this study aims to investigate the intersubjective sparial cognition and embodied the conscious ‘I’ through dance sharing, it examines, firstly, the analysis on Australian dance education and understands the reason and the aims of their system. Secondly, it discusses the extended consciousness with dance through analysis on embodied the conscious ‘I’ with experience sense based on Australian dance education. Thirdly, it depicts the way of understand spatial cognition through dance sharing to consider the relationship between the gap of cognition of accept intention and communicable intention