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01561nam a2200205Ia 4500 |
| 001 |
10.1007-s11097-020-09673-3 |
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220427s2021 CNT 000 0 und d |
| 020 |
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|a 15687759 (ISSN)
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| 245 |
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|a Reflective interventions: Enactivism and phenomenology on ways of bringing the body into intellectual engagement
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| 260 |
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|b Springer Science and Business Media B.V.
|c 2021
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.1007/s11097-020-09673-3
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| 520 |
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|a When it comes to the body, the professional pedagogical field shows a paradoxical attitude: With regard to sense-oriented school subjects, educational policies tend to underline a close relatedness of body and mind. However, where learning is primarily connected with mental activities and intellectual engagement, the body is rarely assigned an integral role. Discussing the grounding ideologies of this paradox, I will consult phenomenological and enactivist perspectives in order to develop an approach to embodied learning which takes into account both sense-oriented as well as intellectual domains. I will argue that considering the interdependence of body and mind including their situatedness does not only benefit the cultivation of the body and the senses, but also opens up further perspectives for intellectual engagement. © 2020, The Author(s).
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|a Embodiment
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| 650 |
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|a Enactivism
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| 650 |
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|a Learning
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| 650 |
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|a Merleau-Ponty
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| 650 |
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|a Phenomenology
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| 650 |
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|a Pragmatism
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| 700 |
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|a Laner, I.
|e author
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| 773 |
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|t Phenomenology and the Cognitive Sciences
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