Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
Author(s):
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
The main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is problematic. As an alternative, the neurophenomenological approach of Varela and Mathurana is introduced. They reject physicalism on the bases of the enactive learning and introduce a situated embodied learning. Varela and Mathurana argue that the mind is not in the head and so learning should be considered as an embodied (more than brain), embedded (functioning in a related wider context), enactive (involving things organisms do) and extended (into the environment). Therefore organism and environment are intertwined in the circularity.
Keywords:
Language:
Persian
Published:
Journal of Philosophy of Education, Volume:2 Issue: 2, 2018
Page:
3
https://www.magiran.com/p1889502
سامانه نویسندگان
مقالات دیگری از این نویسنده (گان)
-
The Evolution of the Educational Organization Concept: Navigating from Turmoil to Enaction
Ali Noferesti, *, Rezvan Hosseingholizadeh
Education Journal, -
From Self-Entrepreneurship to Happiness Creation: A Critical Analysis of Positive Thinking in Neoliberal Biopolitics and Its Ethical Underpinnings
Azam Moradi, Tahereh Javidi Kalatehjafarabadi *, , Abulfazl Ghaffari
Foundations of Education, -
Women's Self-objectification and the Role of Spiritual Self-care Inspired by the Qur’anic Interpretation "Judgment Day" in its Treatment
Sayyedeh Jamileh Hashemnia, Javad Iravani *, Tahereh Javidi Kalate Jafarabadi, Ali Jalaian Akbarnia
Mishkat, -
ملاحظات روش شناختی در اندیشه شناسی امام خمینی (ره): با تاکید بر تعلیم و تربیت و سیاست
مجتبی همتی فر*، ، جمیله علم الهدی، شریف لک زایی
پژوهشنامه انقلاب اسلامی، بهار 1401