How Embodied Cognition Informs Teaching and Learning
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy.
Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. The contributors cover a range of content areas, explaining how the principles of embodied cognition can be applied in classroom settings.
After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning.
Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches.
Dor Abrahamson, Martha W. Alibali, Petra A. Arndt, Lisa Aziz-Zadeh, Jo Boaler, Christiana Butera, Rachel S. Y. Chen, Charles P. Davis, Andrea Marquardt Donovan, Inge-Marie Eigsti, Virginia J. Flood, Jennifer M. B. Fugate, Arthur M. Glenberg, Ligia E. Gómez, Daniel D. Hutto, Karin H. James, Mina C. Johnson-Glenberg, Michael P. Kaschak, Markus Kiefer, Christina Krause, Sheila L. Macrine, Anne Mangen, Carmen Mayer, Amanda L. McGraw, Colleen Megowan-Romanowicz, Mitchell J. Nathan, Antti Pirhonen, Kelsey E. Schenck, Lawrence Shapiro, Anna Shvarts, Yue-Ting Siu, Sofia Tancredi, Chrystian Vieyra, Rebecca Vieyra, Candace Walkington, Christine Wilson-Mendenhall, Eiling Yee
Paperback$60.00 X ISBN: 9780262543484 350 pp. | 6 in x 9 in 50 b&w photos
“How intimate are the links between mind, body, and movement? In this important and groundbreaking volume, research on the embodied mind suggests exciting new perspectives on teaching and learning. Essential reading for all those interested in evidence-led approaches to education.”
Professor of Cognitive Philosophy, University of Sussex; author of Being There and Surfing Uncertainty
“Movement Matters cashes out principles related to embodiment, grounding, and situated action that have been percolating in cognitive science for decades. Contributions to this volume develop these principles in real-world practices associated with teaching and learning, demonstrating the promise of translational learning science. New understandings, approaches, and tools related to education result. A must-read for innovators aiming to strengthen educational institutions and their practices.”
Lawrence W. Barsalou
Professor of Psychology, University of Glasgow
“Movement matters. Indeed, it does! And as this volume clearly demonstrates, it matters in educational contexts. This is the most comprehensive collection yet that addresses the link between embodied cognition (the 4Es) and education (a fifth E). I give it an A+ and recommend it to all educators and education theorists.”
Lillian and Morrie Moss Chair of Excellence, University of Memphis; Professorial Fellow, SOLA, University of Wollongong
“Macrine and Fugate have brought together an extraordinary team of experts on embodied cognition for this groundbreaking volume in the best tradition of translational science. If you are interested in what modern cognitive science has to say about learning and knowing in a wide range of educational settings, you will find a wealth of intriguing and surprising ideas in these chapters. The volume presents a sophisticated view of embodied cognition, but also strongly emphasizes its potential applications for educators.”
James A. Dixon
Professor, Department of Psychological Sciences, and Director, Center for the Ecological Study of Perception and Action, at the University of Connecticut, Storrs