Peripheral sensorimotor stimming activity, such as rocking and fidgeting, is widely considered irrelevant to and even distracting from learning. In this critical-pedagogy conceptual paper, we argue that stimming is an intrinsic part of adaptive functioning, interaction, and cognitive dynamics. We submit that when cultural resources build from students’ own sensorimotor dynamics, rather than subjugating them to hegemonic corporeal norms, learners’ intrinsic sensorimotor behaviors may be embraced and empowered as mental activity. This call for transformative inclusive pedagogy is of particular importance for neurodivergent children whose sensorimotor engagements have historically been ostracized as disruptive. Following a conceptual analysis of stimming that builds on a range of neuro-cognitive empirical studies drawing on post-cognitivist embodied cognition theory, we imagine inclusive educational futures that disrupt sedentary instructional design to elevate minoritized learners’ sensorimotor activity. As proof of concept, we present an example inclusive embodied activity, balance board math, a pedagogical tool designed to elicit stimming as thinking. We propose a set of design heuristics for realizing stimming’s pedagogical potential.

周围感觉运动刺激活动，例如摇晃和坐立不安，被广泛认为与学习无关，甚至会分散学习注意力。在这篇批判教育学概念论文中，我们认为刺激是适应性功能、交互和认知动态的内在组成部分。我们认为，当文化资源建立在学生自身的感觉运动动态之上，而不是让他们屈服于霸权的肉体规范时，学习者的内在感觉运动行为可能会被接受并被赋予作为心理活动的能力。这种对变革性包容性教学法的呼吁对于神经分歧的儿童尤其重要，他们的感觉运动参与历来被视为具有破坏性而被排斥。在基于后认知主义具身认知理论的一系列神经认知实证研究基础上对刺激进行概念分析后，我们想象了包容性教育的未来，它会破坏久坐的教学设计，以提高少数学习者的感觉运动活动。作为概念证明，我们提出了一个包容性具体活动的例子，即平衡板数学，这是一种旨在引发思维刺激的教学工具。我们提出了一套设计启发法来实现刺激的教学潜力。