Rationalism and Empiricism: Will the Debate Ever End?

Murphy, Benjamin

doi:10.1017/s1477175609990200

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…More importantly, the influence of Dualism has continued in the 20th century because its principles have flown into Rationalism. There, the concept of “mind” is transposed into the concept of “reason,” i.e., the human capacity of thinking that derives from intrinsic intellectual structures of deduction (BonJour, 1997; Murphy, 2010). Rationalism claims that the only source of knowledge is the a priori reason.…”

Section: School Practice and Methods: Why It Is The Way It Ismentioning

confidence: 99%

Embodied Learning: Why at School the Mind Needs the Body

Macedonia

2019

Front. Psychol.

106

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Despite all methodological efforts made in the last three decades, Western instruction grounds on traditional principles. Most educational programs follow theories that are mentalistic, i.e., they separate the mind from the body. At school, learners sit, watch, listen, and write. The aim of this paper is to present embodied learning as an alternative to mentalistic education. Similarly, this paper wants to describe embodied learning from a neuroscientific perspective. After a brief historical overview, I will review studies highlighting the behavioral effectiveness of embodied instruction in second language learning, mathematics and spatial thinking. On this base, I will discuss some of the brain mechanisms driving embodied learning and describe its advantages, clearly pleading in favor of instructional practice that reunites body and mind.

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Section: School Practice and Methods: Why It Is The Way It Ismentioning

confidence: 99%

Embodied Learning: Why at School the Mind Needs the Body

Macedonia

2019

Front. Psychol.

106

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“…All knowledge and justified belief rest ultimately on a foundation of non‐inferential knowledge or justified belief.’ [27] (p. 9). This approach historically has underpinned two varieties of foundationalist theories were rationalism that believes that knowledge is based in reason – and empiricism (or British Empiricism), which believes that knowledge is based in experience, it is often understood as universalism [28]. However, the universalism notion is very controversial and highly contested in philosophical circles.…”

Section: Revisiting Paradigm and Methodology In Health Services Researchmentioning

confidence: 99%

Person‐centred health care: a critical assessment of current and emerging research approaches

Martin

Félix‐Bortolotti

2014

Evaluation Clinical Practice

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Filosofía de la mente y algunos paradigmas del aprendizaje en Psicología de la educación

Ospina-Carmona

Vásquez

Londoño

et al. 2022

soph

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El objetivo de esta revisión es dar cuenta de manera organizada de un conjunto de ideas que soportan las relaciones entre mente y aprendizaje, abordadas desde la filosofía de la mente, la psicología y la psicología de la educación. La mente es comprendida desde diferentes perspectivas, sin embargo, si se le da el carácter de conjunto de facultades, se señalaría la existencia de capacidades y disposiciones en los seres humanos, que les los constituyen en sujetos que pueden tener creencias, pensar, comunicarse, entre otras actividades. Estas comprensiones permiten a los maestros tener la oportunidad de comprender el pensamiento, y de comunicarse con los demás, es decir, reconocer que el otro tiene mente. Por su parte, la representación hace referencia a algo que representa otra cosa y en estas representaciones, los estados mentales son subsidiarios de una función representacional, por esto, la relación de representación medio y contenido guardan una correlación sustancial que tiene implicaciones importantes en la enseñanza. Con relación al aprendizaje se reconocen las diferentes corrientes que lo han explicado, sin embargo, desde Piaget y Vigotsky, cognitivistas, se reconoce la existencia de un sistema encargado de configurar la representación del mundo, donde es fundamental la mediación del lenguaje. Se concluye que el establecimiento de una relación entre mente y aprendizaje, mediado por la representación, es una oportunidad para apreciar posibilidades de vinculación de una filosofía de la mente con el aprendizaje.

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Rationalism and Empiricism: Will the Debate Ever End?

Cited by 3 publications

References 1 publication

Embodied Learning: Why at School the Mind Needs the Body

Embodied Learning: Why at School the Mind Needs the Body

Person‐centred health care: a critical assessment of current and emerging research approaches

Filosofía de la mente y algunos paradigmas del aprendizaje en Psicología de la educación

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