Embodied cognition and its significance for education

Abstract

Psychology has made, and continues to make, a significant contribution to the discipline area of education. Since one of the main aims of education concerns student learning-which is an indisputably psychological phenomenon-we argue that the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers. Although embodied cognition is still in its infancy, the multidisciplinary and interdisciplinary nature of the literature provides some thought-provoking recommendations to enhance educational practice or practices, which in turn can bring about student learning more effectively. Consequently, this article will be concerned with the discussion of two issues: first, we provide a brief historical overview that foregrounds embodied cognition, and, second, we outline the educational implications of embodied cognition through the use of some examples significant to education. We conclude with an argument for the importance of making findings in an area we call 'embodied education' available to teachers.

Embodying education - a bildung theoretical approach to movement integration

“…The enactive experiences involve multifaceted dimensions that can catalyse pupils' reflections upon what they have learned and why. As argued above, we take this to be a promising approach, and it is encouraging to see that an enactive approach is gradually developing into educative concepts that integrate bodily experiences and interactions (Hutto, Kirchhoff, & Abrahamson, 2015;Kondrup Kristensen & Otrel-Cass, 2017;Shapiro & Stolz, 2018). However, we acknowledge that further studies into ways of applying this approach in schools are required.…”

Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten

“…The weight of their body held up by the grip of their hands, the smooth, steel bar of the gym offering robust resistance, the excitement of meeting their friend's body in motion and the uncertainty of being able to jump down from the apparatus. During this experience, a child's sense of self is formed as body-mind-environment (Shapiro & Stolz, 2018), extending in and through the physical environment, and their relationships to their friends and the world around them (Prince et al, 2013). Without denying the value of certain staff led activities and support (Siraj-Blatchford et al, 2002), the foundational ability and desire to relate to oneself, others and the world around us is literally built into everyday, in between interactions and experiences of joy, interest and excitement (Kringelbach & Berridge, 2010), while educators are busy 'making other plans'.…”

The Future of Embodied Design for Mathematics Teaching and Learning

“…The embodiment turn has impacted the field of educational research (Abrahamson and Lindgren, 2014;Pouw et al, 2014;Lee, 2015;Shapiro and Stolz, 2019). In particular, the emergence of theoretical and empirical support for central tenets of the embodiment turn has resonated strongly with educational researchers already committed to foregrounding the role of physical activity, such as manipulation, in cognitive development (Allen and Bickhard, 2015).…”