Results found: 2

Search results

Search:
in the keywords: Gestures

Sort By:

Limit search:

Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku

100%

Obertová Z.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2013

vol. 23

issue 3

298-317

The purpose of this paper is to describe the theory of embodied cognition, embed it in broader philosophical framework, and induct its potential contribution to educational sciences. Text progresses from clarifying the concept of embodiment, its rigins in phenomenology (M. Merleau-Ponty) and use in cultural anthropology (T. J. Csordas). In the next section, we elaborate on the philosophical framework which had an impact on the theory of embodied cognition and suppression of the dualistic view of mind and body; we clarify aspects of embodiment complementing the image of embodiment. As part of the description of the contribution of the embodied cognition to educational sciences we focus on two areas: language and mathematics, which are considered to be largely cognitive and abstract concepts separate from the body. It has been shown that the theory of embodied cognition does not sufficiently explain what the body actually is, and what kind of body is discussed here. It follows from this that in both of the areas (language and mathematics) a particularly important aspect for the process of understanding abstract systems and learning is the research on and the importance of gestures and physical experience. We found that the asset of embodied cognition for educational sciences lies in the orientation toward bodily action, activity and impact of physical environment and bodily experience on cognition, which facilitate the learning process.

Znaczenie informacji w codziennym życiu wczesnośredniowiecznych mnichów na podstawie Reguły Benedykta z Nursji

51%

Cyrek O.

Studia Redemptorystowskie

2013

issue 11

145-171

The paper describes the basis of the Rule of Benedict of Nursia (d. 547) datascape environment present in the community of monks living in the monastery and the ways of acquiring information. The primary source of information for them was another man, especially a monk, and contact with the laity much they confine. Important information for them was verbal, which is transmitted by word and non-verbal information, transmitted gesture and posture. They used the word only in exceptional circumstances and with dignity. Also conveyed his command charged with words, but Cenobites were obliged to listen to him in silence. If you need anything, it’s more likely to be expressed by the movements of the body. Information plays an important role in the educational process, which is facilitated by the introduction of the discipline in the monastery. Abbots used the information for teaching and imparting knowledge, but the monks did not take an active role, but rather passively absorb everything supervisor told them. In exceptional cases, they can express their views, such as the common meeting. Monks depend primarily on the spiritual peace, hence they try to create the environment around them organized. Disinformation in them did not exist, because often they read the Rule and thus keep gaining knowledge about behavior. They knew so well their duties and rights and follow the top-down schedule.

Refine search results

1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Studia Redemptorystowskie

2 2013

1 Cyrek O.

1 Obertová Z.

Search results

Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku

Znaczenie informacji w codziennym życiu wczesnośredniowiecznych mnichów na podstawie Reguły Benedykta z Nursji