scholarly journals Oz Never Did Give Nothing to the Scarecrow: Neurophenomenology and Critical Pedagogy

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Robert Garfield McInerney
Keyword(s):  
Critical Pedagogy ◽  
Embodied Cognition ◽  
Situated Learning ◽  
Educational System ◽  
Learning Experiences ◽  
Human Learning ◽  
Wizard Of Oz ◽  
Subjugated Knowledge ◽  
The Brain ◽  
Formal Operations

Using the film the Wizard of Oz, an illustrative comparison is made between the Scarecrow's learning experiences and our own. Like we often do, the Scarecrow reduces his potential learning and thinking abilities to nothing more than the formal operations presumably at work in the brain. Ostensibly lacking this brain, the Scarecrow solves nearly all the problems encountered in the journey to Oz. A neurophenomenological description of the Scarecrow's experiences reveals his prereflective, situated learning, and embodied cognition. These ways of learning are often ignored and devalued in our educational system. Can this same method reveal our own subjugated knowledges? Herein, neurophenomenology is demonstrated as a critical pedagogy that critiques and liberates subjugated knowledge and supports a richer assessment of human learning and thinking.

scholarly journals Product innovation design and its method: From the perspective of embodiment cognition

2021 ◽  
Vol 236 ◽  
pp. 04057
Author(s):  
Shengfang Peng ◽  
Baoying Peng ◽  
Xiaoxuan Li
Keyword(s):  
Cognitive Psychology ◽  
Embodied Cognition ◽  
Human Body ◽  
Product Innovation ◽  
Natural Interaction ◽  
New Approach ◽  
The Subject ◽  
Body Complex ◽  
The Mind ◽  
The Brain

In recent years, embodied cognition has become a new approach in the field of cognitive psychology. The shift in cognitive psychology from a focus on the brain to a focus on the human body，just as from the disembodied cognition to the embodied cognition is valuable for many fields related to cognitive science including product design and its method. With Gibson’s theory of affordances, embodied cognition is a perfect explanation of today’s products guided by the idea of intuitive design and its logic. On the premise of embodied cognition, it is the “Mind-Body complex” that serves as the subject of behavior and interaction, the basis of “natural interaction” in Intelligent age, and the foundation for building a more complete theory of “user experience”. Based on the embodied cognitive, the method of design and its research should put more emphasis on specific tools.

The Consciousness of Embodied Cognition, Affordances, and the Brain

Topoi ◽  
2017 ◽  
Vol 39 (1) ◽  
pp. 23-33
Author(s):  
Valerie Gray Hardcastle
Keyword(s):  
Embodied Cognition ◽  
The Brain

scholarly journals IMPORTANCE OF RELATIONSHIP BETWEEN MOVEMENT RHYTHM AND RESPIRATION IN PHYSICAL EDUCATION AND IN TOP-LEVEL SPORT

2013 ◽  
Vol 20 (3) ◽  
pp. 167-174 ◽  
Author(s):  
Włodzimierz Starosta
Keyword(s):  
Human Body ◽  
Educational System ◽  
Mental Hygiene ◽  
Ability To Work ◽  
Health Maintenance ◽  
National Cultures ◽  
Respiration Rhythm ◽  
The Subject ◽  
The Brain

Abstract The existence of a human body is conditioned by: food, sleep, respiration. Without air man can live approximately 4 minutes. A longer break in access of oxygen to the brain results in irreversible changes of its functioning. Majority of adultscannot breathe economically and rhythmically. If respiration has such importance for the normal life of a man it shouldconstitute a significant part of educational system. Only in few national cultures, including Asia (e.g. in Japan andChina) the ability to breathe was made into an art. There, this art is subject to special care throughout many years of life of a person and is an essential component of mental hygiene. Respiration has particular importance while practicing physical exercise. The correct combination of respiration rhythm and movement is a prerequisite to remain healthy and to keep the ability to work, as well as to achieve high results in sport. Scarce information about this important issue could be found in some handbooks concerning health maintenance, but they were not found in the theory of: movement teaching, recreation, anthropokinesiology. It was a little number of papers publish about this very important problem [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16]. The issue of rational respiration was the subject of particular interest of scientists several years ago, but recently it has become only marginal. Consequently, the aim of this paper was to: 1. Study the literature connected with respiration and movement rhythm. 2. To define which phase of respiration: expiration or inspiration is more important in different sport exercises. 3. Elaboration a classification of kind respiration phase and different sports. 4. Methods for creating the art of rational respiration. 5. Relation of rational respiration rhythm to endurance.

scholarly journals Movement, Narrative and Multiplicity in Embodied Orientation and Collaboration from Prehistory to the Present

IDEA JOURNAL ◽  
2020 ◽  
Vol 17 (02) ◽  
pp. 69-86
Author(s):  
David Turnbull
Keyword(s):  
Embodied Cognition ◽  
Performing Arts ◽  
Scientific Research ◽  
Cognitive Map ◽  
Central Importance ◽  
Body Of Knowledge ◽  
Culture History ◽  
Out Of Africa ◽  
Technological Action ◽  
The Brain

The term ‘body of knowledge’ has a double meaning, implying a unified assemblage of knowledge as well as embodied cognition. But knowledge is not naturally unified, as was apparent in the first Body of Knowledge Conference, where the internalist neurosciences presenting themselves as universalist and objective were clearly divided from the externalist performing arts with their more experiential and practice-based character. Assemblage across such divides takes embodied, collaborative, social and technological action. I suggest that bridging of the divides from both sides is now starting to emerge through an augmentation of the dimensions of what Ed Hutchins has called a ‘cognitive ecosystem’ to include a complex multiplicity of culture, history, and exchange. A socio-historical cognitive ecosystem that emphasises the central importance of narrative, collaboration and movement, multiplicity, and orientation in embodied cognitive practises. Building on the talk I gave at the 2016 Body of Knowledge Conference, this paper aims to explore the roles of movement, narrative, and multiplicity in embodied orientation and collaboration, from prehistory to the present. Disparate narratives of movement, multiplicity, collaboration, and cognition that are emerging in a variety of seemingly unrelated disciplines are woven together in three parts: 1) recent neuro-scientific research on the ‘cognitive map’ in the brain; 2) recent reticulated accounts of how hominims moved out of Africa; and 3 how differing knowledge traditions and ontologies can be seen to work together in the case of the chart drawn for Captain Cook by Tupaia, the great Polynesian navigator. 

scholarly journals Making Enactivism Even More Embodied

2017 ◽  
Author(s):  
Shaun Gallagher
Keyword(s):  
Embodied Cognition ◽  
Facial Expressions ◽  
Empirical Studies ◽  
Wide Sense ◽  
Sensory Motor ◽  
The Mind ◽  
The Brain

An enactivist approach to understanding the mind, in its fullest sense, is not just a matter of action-oriented processes; enactivism is about more than action and sensory–motor contingencies. To understand cognition as richly embodied this chapter considers factors involving affectivity and intersubjectivity. Empirical studies show that affectivity, in a wide sense that includes hunger, fatigue, pain, respiration, as well as emotion, has an effect on perception, attention, and judgment. Likewise, intersubjective factors, including the role of bodily postures, movements, gestures, gaze and facial expressions, and dynamical aspects of interaction, have similar effects. This richer conception of embodied cognition also holds implications for understanding how the brain works.

scholarly journals Entrepreneurial learning in extra-curricular start-up programs for students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jasna Pocek ◽  
Diamanto Politis ◽  
Jonas Gabrielsson
Keyword(s):  
Situated Learning ◽  
Social Practice ◽  
Process Model ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interviews ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Start Up ◽  
The Social

PurposeThis study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.Design/methodology/approachThe study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.FindingsThe analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.Originality/valueThe findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

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