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oapen-20.500.12657-905702024-05-28T02:21:41Z Embodied Learning and Teaching using the 4E Cognition Approach Schilhab, Theresa Groth, Camilla Embodied cognition;Embodied learning;EmLearning didactics;4 E’s;Embodied;Embedded;Extended;Enactive;Smart technology;Digital Age;Affective Pedagogy;Embodied cognition-based teaching;Writing Modalities;Manual Drawing;Early literacy;Physical Education Teacher Education;PETE thema EDItEUR::J Society and Social Sciences::JM Psychology::JMA Psychological theory, systems, schools and viewpoints thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::D Biography, Literature and Literary studies::DS Literature: history and criticism thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities thema EDItEUR::J Society and Social Sciences::JP Politics and government thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning::CJA Language teaching theory and methods thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTM Philosophy of mind thema EDItEUR::J Society and Social Sciences::JM Psychology::JMR Cognition and cognitive psychology This book operationalises the new field—EmLearning—that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended. Chapters highlight empirical data, providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly and suggesting a fundamental change to the way learning, education, and curriculum design are viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices. Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of use to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly. 2024-05-27T11:58:15Z 2024-05-27T11:58:15Z 2024 book 9781003341604 9781040093696 9781032377315 https://library.oapen.org/handle/20.500.12657/90570 eng Routledge Research in Educational Psychology application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781040093603.pdf Taylor & Francis Routledge 10.4324/9781003341604 10.4324/9781003341604 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781003341604 9781040093696 9781032377315 Routledge 214 open access
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This book operationalises the new field—EmLearning—that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended.
Chapters highlight empirical data, providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly and suggesting a fundamental change to the way learning, education, and curriculum design are viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices.
Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of use to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly.
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