Abstract
Encyclopaideia in recent years has given ample space to the issues of neurophenomenology, embodiment and the relationship between neurocognitive sciences and humanities. However, the connection between a phenomenological interpretation of embodied theory and educational issues has been investigated only marginally. In this article, which introduces a focus on this issue, we intend to continue and deepen the attempt to open a dialog that now appears particularly innovative and largely unexplored. The paradigm of the embodied theory is presented in its recent genesis and development in order to show the possible and desirable connections with the educational sciences, considered within the phenomenological perspective.
| Original language | English |
|---|---|
| Pages (from-to) | 11-17 |
| Number of pages | 7 |
| Journal | Encyclopaideia |
| Volume | 17 |
| Issue number | 37 |
| DOIs | |
| Publication status | Published - 2013 |
| Externally published | Yes |
Austrian Fields of Science 2012
- 503001 General education
Keywords
- Bodily experience
- Embodied theory
- Embodiment
- Francisco varela
- Phenomenological education
- Embodied education
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Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment
Francesconi, D. & Tarozzi, M., 2012, In: Studia Phaenomenologica. 12, p. 263-288 26 p.Publications: Contribution to journal › Article › Peer Reviewed
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Teaching Phenomenology to Qualitative Researchers, Cognitive Scientists, and Phenomenologists
Gallagher, S. & Francesconi, D., Sept 2012, In: The Indo-Pacific Journal of Phenomenology. 12, 3, p. 1-10 10 p.Publications: Contribution to journal › Article › Peer Reviewed
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Implicit and Explicit Learning in Motor Cognition: Issues for Movement Education
Francesconi, D., 2011, In: The International Journal of Sport and Society. 2, 1, p. 1-8 8 p.Publications: Contribution to journal › Article › Peer Reviewed
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