Title
Introduction to the special issue “embodied cognition and education”
Author
Denis Francesconi
Aarhus University
Abstract
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.
Keywords
Embodied cognitionEducationEducational theoryPhenomenologyPhenomenological pedagogy
Object type
Language
English [eng]
Persistent identifier
phaidra.univie.ac.at/o:1218019
Appeared in
Title
Phenomenology and the Cognitive Sciences
Volume
20
Issue
3
ISSN
1568-7759
Issued
2020
From page
417
To page
422
Publication
Springer Science and Business Media LLC
Version type
Date issued
2020
Access rights
Rights
Rights statement
© The Author(s) 2020
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