In recent years, researchers have paid increased attention to exploring the cognitive benefits of movement integration (MI) in education. However, a narrow conception of cognition and learning provides limited means for pupils to engage with the subject matter and for teachers to transform policy texts concerning MI into pedagogical practice in the classroom and. In our paper, we explore how insights from the field of embodied cognition (EC) and enactivism can inform a new pedagogical practice of MI. We outline a didactical framework for an enactive approach to MI, which comprises three core elements: 1) a practical engagement with the academic content, 2) embodied actions of impressions and expressions, and 3) diversity in human faculties. The didactic can help teachers integrate MI as an embodied educational practice.
|Status||Afsendt - 1 sep. 2020|
- Læring, pædagogik og undervisning