Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32468
Embodied Cognition as a Concept of Educational Neuroscience and Phenomenology

Authors: Elham Shirvani-Ghadikolaei


In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs.

Keywords: Educational neurosciences, embodied cognition, pedagogical neurosciences, phenomenology.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1247


[1] Anderson. M.2003.Embodied cognition. Afield guide. Artificial intelligence 149.
[2] Anderson. M. L. forthcoming. How to study the mind: An introduction to embodied cognition. Brain Development in Learning Environments: Embodied and Perceptual Advancements.
[3] Brandimonte. Maria A. Nicola Bruno,SimonaCollina. 2006. Cognition. In P. Pawlik and G. d’Ydewalle (Eds.) Psychological Concepts: An International Historical Perspective. Hove, UK: Psychology Press.
[4] Blakemore S. Frith, U. 2017. The learning brain: Lessons for education: Aprecis. Developmental Science 8:6.
[5] Carlos Sanguinet, J.2015. Trends in philosophy of mind and philosophy of science. springer scince+business media.
[6] Cercone, K. 2006.Brain-Based learning. Housatonic Community College, USA. Idea Group Inc.
[7] Fucks, T. 2009. Embodied cognitive neuroscience and its consequences for psychiatry. International Journal of Ethics of Science and Technology Assessment. Volume 6, Issue 3-4.
[8] Froese, T. Fuches, T. 2012. the extended bodt: a case study in the neurophenomenology of social interaction.springer.
[9] Goswami, U. 2004. Neurosince and education. British journal of education psychology.
[10] Haselager P. Dijk, J. Rooij, I. 2008. A Lazy brain embodied embedded cognition and cognitive neuroscience. Handbook of Cognitive Science.
[11] Ju Lan, Y. Shing Chen, N. Li, C. Grant, S. 2015. Embodied cognition and language learning in virtual environment, Education tech researcher Cev. Springer.
[12] Goswami, U. 2004.Neurosince and education. British journal of education psychology.
[13] Kiefer, M. Mayer, C. 2015. Handwriting or Typewriting? The Influence of Penor Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children. Advances in Cognitive Psychology 11(4)
[14] Minimah F.I.2016. Kant’s theory of concept formation and the role of mind. Inkanyiso: Journal of Humanities and Social Sciences, 8(1).
[15] Mather, M. 2010. Aging and cognition. John Wiley & Sons, Ltd. Volume 1.
[16] Merleau-Ponty, M. 1945. Phenomenology of conception Gallimard, Paris.
[17] Willis, P. 2004. From “The Things Themselves” to a “Feeling of Understanding”: Finding Different Voices in Phenomenological Research. Indo-Pacific Journal of Phenomenology, Volume 4, Edition 1.