Embodied Cognition Design. Experimental pedagogy between embodied cognition and architectural space
Abstract
The design and redevelopment of school learning environments according to the scientific paradigm of the Embodied Cognition, (Gomez Paloma, 2013) will use a future dialogue between Cognition and Architecture, between Neurofenomenology and Design. To launch a new experimental challenge in
the world of school, the new paradigm of Embodied Cognition Design (ECD) is emerging (Gomez Paloma & Calò, 2017). The research group, in addition to defining the ECD conceptual scientific frame work, which will be shown in the present paper, is developing an experimental protocol to analyze the perception level of the school actors (teachers, students, parents, managers) of such paradigmatic dialogue. The time has come to reconfigure, at architectural and bodily level, the same educational reality of the student by starting directly from the structural context.
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