Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  enaction
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations

100%
Laroche J., Kaddouch I.
Journal of Pedagogy
|
2014
|
vol. 5
|
issue 1
24-47
EN
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy) and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner
2

Rule-Following, Meaning Constitution, and Enaction

100%
Presti P. L.
Human Affairs
|
2015
|
vol. 25
|
issue 1
110-120
EN
The paper submits a criticism of the standard formulation of Wittgenstein’s rule-following paradox. According to the standard formulation, influenced by Kripke, the paradox invites us to consider what mental or behavioral items could constitute meaning. The author proposes instead an enactivist understanding of the paradox. On this account there is no essential gap between mental items and behavioral patterns such that the paradox enforces a choice between meaning being constituted either internally ‘in mind,’ or externally ‘in behavior.’ The paper begins with an introduction to the paradox and then presents arguments against standard solutions. It ends with the enactivist proposal, admitting that although much more needs to be said before it can be established as a full-fledged alternative, it nonetheless holds some promise both for revising our understanding of the paradox and for the formulation of a novel solution.
3

Investigating the Structure of Religious Concepts

72%
Ciołkosz M.
Open Theology
|
2016
|
vol. 2
|
issue 1
EN
The aim of the paper is to discuss the possible application of the theory of embodied cognition and the category of image schemata to the study of religious concepts within the Cognitive Science of Religion. Departing from the notion of counterintuitiveness and Boyer’s description of religious representations as minimally counterintuitive, the author briefly discusses the critique of this approach. Subsequently, different models of mind and cognition within the Cognitive Science are summarised, with special attention given to the enactive approach, as proposed by Varela, Thompson and Rosch. The notion of embodied meaning, situated within enactivism, is then discussed, together with Johnson’s concept of image schemata as basic semantic units. To discuss the applicability of image schemata in the study of religious concepts, the author summarises a case study, related to the interpretation of the categories of sāṃkhya-yoga darśana in Iyengar Yoga.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.