Introduction to the special issue 'embodied cognition and education'
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| Název: | Introduction to the special issue 'embodied cognition and education' |
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| Autoři: | Agostini, Evi, Francesconi, Denis |
| Zdroj: | Agostini, E & Francesconi, D 2021, 'Introduction to the special issue “embodied cognition and education”', Phenomenology and the Cognitive Sciences, vol. 20, no. 3, pp. 417-422. https://doi.org/10.1007/s11097-020-09714-x |
| Informace o vydavateli: | Springer Science and Business Media LLC, 2020. |
| Rok vydání: | 2020 |
| Témata: | Educational theory, 4. Education, 05 social sciences, 503001 General education, Phenomenology, 0501 psychology and cognitive sciences, 503001 Allgemeine Pädagogik, Phenomenological pedagogy, 16. Peace & justice, 0503 education, Embodied cognition, Education |
| Popis: | 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. |
| Druh dokumentu: | Article Other literature type |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| ISSN: | 1572-8676 1568-7759 |
| DOI: | 10.1007/s11097-020-09714-x |
| Přístupová URL adresa: | https://link.springer.com/content/pdf/10.1007/s11097-020-09714-x.pdf https://ucrisportal.univie.ac.at/de/publications/49b60051-dc77-4398-9fc2-855f1d068f15 https://doi.org/10.1007/s11097-020-09714-x https://link.springer.com/content/pdf/10.1007/s11097-020-09714-x.pdf https://philpapers.org/rec/AGOITT https://link.springer.com/article/10.1007/s11097-020-09714-x https://phaidra.univie.ac.at/o:1218019 https://hdl.handle.net/11353/10.1218019 https://doi.org/10.1007/s11097-020-09714-x http://www.scopus.com/inward/record.url?scp=85097556838&partnerID=8YFLogxK https://pure.au.dk/portal/en/publications/9c4da721-67c3-4587-a90f-7b3a8e3d63e1 https://doi.org/10.1007/s11097-020-09714-x |
| Rights: | CC BY |
| Přístupové číslo: | edsair.doi.dedup.....fed872822267c0d2ee0b8f611c08aeae |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | 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. |
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| ISSN: | 15728676 15687759 |
| DOI: | 10.1007/s11097-020-09714-x |