Foundations of embodied learning: a paradigm for education
Foundations of embodied learning: a paradigm for education
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具身学习的基础：教育范式
DOI：
10.1080/00131857.2022.2074833
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发表时间：
2021
影响因子：
2
通讯作者：
Jing Zhang
中科院分区：
文献类型：
--
作者：
Jing Zhang
传统上，认知是非实体的，它比喻地将人脑视为一台计算机，并认为头脑与身体是分开的。相比之下，体验认知认为身体是自我的起点，对认知有重要影响(Varela等人，2016)。在过去的三十年里，具身认知的概念在许多领域引发了蓬勃的跨学科互动，给学习和教学带来了深刻的影响。具身认知的基本观点是，思维和分析能力并不独立于身体的具体生理神经结构和活动图式；认知过程、认知发展和高水平的认知深深植根于人体的结构和最初的身体与世界的互动。这种关于身心关系的哲学立场的变化意味着有必要从一个新的角度重新考虑包括教育在内的相关问题(Lee，2015)。《体验学习的基础：教育的范例》，米切尔J。内森全面回顾了体验式认知领域的工作，综合了关于身体在学习中的作用的理论和研究，并提出扎根的体验式学习(Gel)作为一种有前途的框架来指导未来的教育实践和学习环境设计。
Traditionally, cognition is disembodied, which metaphorically treats the human brain as a computer and considers the mind separate from the body. By contrast, embodied cognition holds that the body is the starting point of self and has an essential impact on cognition (varela et al., 2016). During the past three decades, the concept of embodied cognition has triggered energetic interdisciplinary engagement in many fields, which has brought profound implications for learning and teaching. The fundamental insight of embodied cognition is that mind and analytical capabilities are not independent of the body’s concrete physiological neural structure and activity schema; cognitive processes, cognitive development and high levels of cognition are deeply rooted in the structure of the human body and the initial body-world interactions. This change in philosophical position regarding the mind-body relationship means it is necessary to reconsider related issues, including education, from a new perspective (Lee, 2015). in Foundations of Embodied Learning: A Paradigm for Education, MitchellJ. Nathan provides a comprehensive review of work in the field of embodied cognition, synthesizing theory and research on the body’s role in learning and proposing Grounded embodied Learning (GeL) as a promising framework to guide future educational practice and learning environment design.