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OverviewThis 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. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Full Product DetailsAuthor: Theresa Schilhab (Aarhus University, Denmark) , Camilla Groth (University of South-Eastern Norway)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.560kg ISBN: 9781032377315ISBN 10: 1032377313 Pages: 198 Publication Date: 30 May 2024 Audience: College/higher education , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPart 1: Introduction Chapter 1 - Introduction to the anthology Part 2: Language as lived experience Chapter 2 - Languages are grounded in the body Chapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy Chapter 4 - Inclusive language teaching Part 3: Reading and writing in school Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading Chapter 6 - Embodied learning with and through different writing methods Chapter 7 – Long-form silent reading in the contemporary classroom from an embodied learning perspective: “School is probably the worst place to read” Chapter 8 – Education in the cognitivist and embodied paradigms. Why won’t my students read? Part 4: Aesthetic learning Chapter 9 - Thinking through hands in education Chapter 10 – Why whole-body drawing still matters in our digital age Chapter 11 - Apprenticeship as a model for teaching and learning in formal education Part 5: Technology, nature-connectedness, and science learning Chapter 12 - Conceptualising technology-enhanced embodied pedagogy Chapter 13 – Smart technology in nature-based learning—embodied and situated processes Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particular Part 6: Music and physical education Chapter 15 - Embodied music learning Chapter 16 - Teaching and learning in physical education teacher education Chapter 17 – Embodied learning in interaction: The case of aikido Part 7: Conclusions Chapter 18 – ConclusionsReviews"""Overall, I consider the book to make an excellent contribution to 4E cognition-inspired research on learning and teaching at various levels and areas of education. The chapters apply the 4E cognition framework insightfully in their respective contexts. I enjoyed reading the chapters very much and felt that many of them make an outstanding contribution to the field."" - Professor Kai Hakkarainen, Department of Education, University of Helsinki, Finland. ""Overall, I consider the book to make an excellent contribution to 4E cognition-inspired research on learning and teaching at various levels and areas of education. The chapters apply the 4E cognition framework insightfully in their respective contexts. I enjoyed reading the chapters very much and felt that many of them make an outstanding contribution to the field."" - Professor Kai Hakkarainen, Department of Education, University of Helsinki, Finland." Author InformationTheresa Schilhab is Associate Professor in Educational Neuroscience and Evolutionary Epistemology and leads Science Didactics and Nature Views, Danish School of Education, Aarhus University, Denmark. Camilla Groth is Associate Professor in Arts, Design, and Crafts and leads the Embodied Making and Learning Research group (EMAL), University of South-Eastern Norway. Tab Content 6Author Website:Countries AvailableAll regions |
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