Changing Posture: the perspective of Embodied Pedagogy

Laura Corbella, Nicoletta Ferri, Ivano Gamelli

Abstract


The current adaptation in didactics, due to prevent Sars-Cov-2 spread, involves the massive use, by institutions, of distance learning. This brings into focus the risk of the complete removal of bodies in the process of teaching and learning. In this article we discuss the epistemological posture of Embodied Pedagogy focusing its common roots with Embodied Cognition’s framework. Then, we present two practices, typical of Embodied Pedagogy approach, in light with their connection with findings in neuroscience and arguing their enactive nature. In detail, we present examples for their implementation both in presence and in distance educational settings.


Full Text

PDF

Riferimenti bibliografici


Ben-Horin, O. (2016), Towards a professionalization of pedagogical improvisation in teacher education, Cogent Education, 3(1), 1248186

Caruana, F., Borghi, A. (2016), Il cervello in azione, Il Mulino, Bologna.

Cappa, F. (2016), Formazione come teatro, Raffaello Cortina, Milano.

Ferri N., Gamelli I., (2018), Pedagogia del corpo-Embodied Pedagogy: an Italian Perspective, in Proceedings of A Body of Knowledge – Embodied Cognition and the Arts conference, University of California- Irvine.

Retrieved from https://escholarship.org/uc/item/81w0g89

Cogliani, M. (2019), Interazioni creative in musica: l'improvvisazione come forma narrativa, in Educazione sentimentale, 31(1).

Gallagher S., Varela F. (2003), Redrawing the map and resetting the time: Phenomenology and the cognitive sciences, Canadian Journal of Philosophy. Supplementary Volume n. 29, pp. 93-132.

Gallagher S. (2011), Interpretations of Embodied Cognition, in Tschacher W. , Bergomi C. (Eds.), Implications of Embodiment: Cognition and Communication, Imprint Academic, United Kingdom, pp. 59-70.

Gamelli I. (2011), Pedagogia del corpo, Raffaello Cortina, Milano.

Gamelli I., Mirabelli C. (2019). Non solo a parole. Corpo e narrazione nell’educazione e nella Cura, Milano: Raffaello Cortina.

Gomez Paloma F. (2013), Embodied Cognitive Science. Atti incarnati della didattica, Nuova Cultura, Roma.

Goregliad Fjaellingsdal, T., Schwenke, D., Scherbaum, S. et al. (2020) Expectancy effects in the EEG during joint and spontaneous word-by-word sentence production in German. Sci Rep 10, 5460.

Landau, A., Limb, C. (2017), Neuroscience and improvisation, Music Educators Journal, 103 (3), 27-33. Doi: 10.1177/0027432116687373

Noy L., Levit-Binun N., Golland Y. (2015) Being in the zone: physiological markers of togetherness in joint improvisation. Front. Hum. Neurosci. 9 (187).

Pelletier, J.P., Jutras, F., (2008), Les composantes de l’entraînement à l’improvisation actives dans la gestion des imprévus en salle de classe du niveau secondaire, Mc Jill Journal of Education, 43(2), 187-212

Rossi P. G. (2017), Didattica enattiva. Complessità, teorie dell’azione, professionalità docente, Franco Angeli, Milano.

Spolin, V. (1999), Improvisation for the theatre, Northwestern University Press.

Seppänen, S., Toivanen, T., Makkonen, T. et al., (2020), Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test, Adaptive Human Behavior and Physiology, 6(3), 356-380.

Seppänen, S., Tiippana, K., Jääskeläinen, I. (2019), Theater Improvisation Promoting Interpersonal Confidence of Student Teachers: A Controlled Intervention Study, The European Journal of Social and Behavioural Sciences.

Thompson E., Varela, F. (2001), “Radical embodiment: neural dynamics and consciousness”, in Trends in Cognitive Science, 5, (10), pp. 418-425.

Thompson E. (2007), Mind in Life: Biology, Phenomenology and the Sciences of Mind, Harvard University Press, Cambridge, MA.

Thompson, E. (2016), Introduction to the revised edition in Varela, F., Thompson, E. and Rosch, E. (2016), The embodied mind: Cognitive science and human experience. Revised edition. MIT Press, Cambridge, MA.

Varela, F., Thompson, E. and Rosch, E. (1991), The Embodied Mind, MIT, Boston.




DOI: https://doi.org/10.32043/gsd.v4i4%20sup.248

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.