Premium
Investigating the Educational Implications of Embodied Cognition: A Model Interdisciplinary Inquiry in Mind, Brain, and Education Curricula
Author(s) -
OsgoodCampbell Elisabeth
Publication year - 2015
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12063
Subject(s) - embodied cognition , cognition , psychology , cognitive science , comprehension , educational neuroscience , curriculum , perception , cognitive neuroscience , metaphor , education theory , pedagogy , neuroscience , epistemology , higher education , computer science , philosophy , linguistics , political science , law , programming language
Much educational neuroscience research investigates connections between cognition, neuroscience, and educational theory and practice without reference to the body. In contrast, proponents of embodied cognition posit that the bodily action and perception play a central role in cognitive development. Some researchers within the field of Mind, Brain, and Education ( MBE ) explore this theory by researching the impact of sensorimotor activity on academic competencies such as language comprehension, mathematics, and scientific thinking. In this article, I call for this work to be highlighted more centrally in MBE training programs. Toward this end, I model an investigation of the concept of embodied cognition that can be used in MBE curricula with a dual purpose: to train future practitioners in the seminal metaphor of mind as an embodied system, and to demonstrate effective interdisciplinary research, which is critical to advancing the field of Mind, Brain, and Education.