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Embodied Cognition As A Concept Of Educational Neuroscience And Phenomenology
Embodied Cognition As A Concept Of Educational Neuroscience And Phenomenology
Dr. Elham Shirvani2018
In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs.
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Phenomenology and the Cognitive Sciences
Introduction to the special issue "embodied cognition and education"2020 •
This special issue focuses on the theoretical, empirical and practical integrations between embodied cognition theory (EC) and educational science. The key question is: Can EC constitute a new theoretical framework for educational science and practice? The papers of the special issue support the efforts of those interested in the role of EC in education and in the epistemological convergence of EC and educational science. They deal with a variety of relevant topics in education and offer a focus on the role of the body and embodied experience in learning and educational settings. In conclusion, some further topics are suggested that will need to be investigated in the future, such as a critical evaluation of the possibility for an epistemological alliance between educational theory and embodied cognition, and the contribution that enactive cognition can provide to educational systems, organizations, institutions and policies. 1 Manuscript The idea for this special issue derives from the need to discuss the theoretical, empirical and practical integrations between embodied cognition theory (EC) and educational science. The starting question is: Can EC constitute a new theoretical framework for educational science and practice? Since the 1990s, EC theory emerged within the cognitive sciences by taking the hypothesis of the co-dependence of body, mind and environment seriously, and Phenomenology and the Cognitive Sciences
Embodied Cognition (EC) as a learning paradigm is based on the idea of an inseparable link between body, mind, and environment. In recent years, the advent of theoretical learning approaches around EC theory has resulted in a number of empirical studies exploring the implementation of the theory in education. This systematic literature overview identifies the mainstream of EC research and emphasizes on the implementation of the theory across learning environments. Based on a corpus of 43 manuscripts, published between 2013 and 2017, it sets out to describe the range of topics covered under the umbrella of EC and provides a holistic view of the field. The aim of the present review is to investigate the main issues in EC research related to the various learning contexts. Particularly, the study addresses the research methods and technologies that are utilized, and it also explores the integration of body into the learning context. An important finding from the overview is the potential of the theory in different educational environments and disciplines. However, there is a lack of an explicit pedagogical framework from an educational perspective for a successful implementation in various learning contexts.
Studia Phaenomenologica
Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment2012 •
2019 •
Psychology has made, and continues to make, a significant contribution to the discipline area of education. Since one of the main aims of education concerns student learning-which is an indisputably psychological phenomenon-we argue that the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers. Although embodied cognition is still in its infancy, the multidisciplinary and interdisciplinary nature of the literature provides some thought-provoking recommendations to enhance educational practice or practices, which in turn can bring about student learning more effectively. Consequently, this article will be concerned with the discussion of two issues: first, we provide a brief historical overview that foregrounds embodied cognition, and, second, we outline the educational implications of embodied cognition through the use of some examples significant to education. We conclude with an argument for the importance of making findings in an area we call 'embodied education' available to teachers.
Within contemporary philosophy of mind, to say that mind, self, and cognition are embodied is to claim that mental phenomena are constituted not only by what’s going on inside a person’s brain, but depend intimately on the person’s body beyond the brain and, more inclusively, the world in which the person is situated. The goal of this seminar is to understand the significance of this claim, and to articulate the nature of the suggested dependence relation. Acting as a dis-embodied foil for our discussion will be a narrowly circumscribed mechanistic approach to cognition which forms the core of classical cognitive science. According to this approach, thinking is a form of computation operating on symbolic representations that are physically realized solely inside the brain. Despite its commitment to physicalism, classical cognitive science epitomizes a broadly Cartesian vision of cognition as an inner, solitary, ratiocinative, detached, and general-purpose mechanism that is wedged between action and perception, and can be studied without regard to one’s body and environment. Over the past three decades, the once-dominant cognitivist paradigm has increasingly come under attack by a loosely-knit family of research programs emphasizing the embodied, embedded, extended, and/or enactive character of cognition (“4E-cognition”). Advocates of 4E-cognition span a large network of research communities (including philosophy, psychology, linguistics, neuroscience, robotics, sociology, anthropology, science studies, gender studies, and informatics), taking their cues from disparate sources such as Continental philosophy (esp. Heidegger, Merleau-Ponty, and Wittgenstein), American Pragmatism (esp. James, Dewey, and Mead), pioneers in psychology (from Vygotsky to Gibson) and biology (from Uexküll to Varela). (At this point, one is tempted to cite Fodor’s quip that in intellectual history, everything happens twice: first as philosophy and then as cognitive science). Because of the sheer diversity of sources and evidence on which proponents of 4E-cognition have drawn, it is often difficult to determine whether they belong to one church or many. The main task in our seminar will thus be to compare and contrast the intellectual enterprises which are grouped together under the banner of 4E-cognition. In what ways do they depart from the Cartesian paradigm, and how exactly does each of them conceive of the role which embodiment and situatedness play for mind and cognition? How do they differ in their ontological commitments and methodological practices? Are there any unifying themes that go beyond a shared opposition to traditional “dis-embodied” approaches; and if so, what are they? What is the relationship between philosophical and scientific approaches to 4E-cognition more generally? Finally, how does all of this matter for our understanding of what kinds of beings we are?
1991 •
Makalah ini mendeskripsikan pergeseran dalam sistem pemerintahan akibat perubahan UUD 1945, yakni dari yang semula bersifat campuran (antara sistem presidensial dan parlementer) menjadi sepenuhnya menganut sistem pemerintahan presidensial.
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