Embodied Cognition. Body, movement and sport for didactics

Filippo Gomez Paloma, Domenico Tafuri

Abstract


Embodied Cognition (EC) is an interdisciplinary and multiperspective scientific theory whose characteristic, from a cultural and professional perspective, opens up interesting scenarios in the field of psychopedagogy. In particular, a prolific and extremely interesting area of study is now provided by the contribution of EC to the world of didactics (Caruana & Borghi, 2013).
This work is part of this research horizon, investigating how the key principles of Embodied Cognition offer new opportunities to enhance differences in learning processes (Gomez Paloma & Ianes, a cura di, 2014). Starting from the analysis of the body as a scientific mediator of the learning process on a neurobiological (Rizzolatti & Sinigaglia, 2006) and neurophenomenological (Gallese, 2006) level, the study focuses on the scientific evidence (Margiotta, 2014) that EC can
provide to teachers in the field of didactics. It represents a concrete springboard for delineating and validating an “EC-Based” model (Gomez Paloma & Damiani, 2015) to enhance corporeality as a cognitive system and a learning/ contextualization setting for the building of professional skills in the field
of education.


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