Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku. / Embodied cognition, its philosophical basis and its potential relevance for educational sciences.

dc.creator	Zuzana Obertová
dc.date	2013-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:38Z
dc.date.available	2015-08-12T11:19:38Z
dc.identifier	10.5817/PedOr2013-3-298
dc.identifier	1211-4669
dc.identifier	https://doaj.org/article/97146180d90e45f19054d519527f7699
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27753
dc.description	The purpose of this paper is to describe the theory of embodied cognition, embed it in broader philosophical framework, and induct its potential contribution to educational sciences. Text progresses from clarifying the concept of embodiment, its origins in phenomenology (M. Merleau-Ponty) and use in cultural anthropology (T. J. Csordas). In the next section, we elaborate on the philosophical framework which had an impact on the theory of embodied cognition and suppression of the dualistic view of mind and body; we clarify aspects of embodiment complementing the image ofembodiment. As part of the description of the contribution of the embodied cognition to educational sciences we focus on two areas: language and mathematics, which are considered to be largely cognitive and abstract concepts separate from the body. Ithas been shown that the theory of embodied cognition does not sufficiently explain what the body actually is, and what kind of body is discussed here. It follows from this that in both of the areas (language and mathematics) a particularly importantaspect for the process of understanding abstract systems and learning is the research on and the importance of gestures and physical experience. We found that the asset of embodied cognition for educational sciences lies in the orientation towardbodily action, activity and impact of physical environment and bodily experience on cognition, which facilitate the learning process.
dc.language	Czech
dc.language	Slovak
dc.publisher	Czech Pedagogical Society
dc.relation	http://www.ped.muni.cz/pedor/archiv/2013/PedOr13_3_Kognicia_Obertova.pdf
dc.relation	https://doaj.org/toc/1211-4669
dc.rights	CC BY-NC-ND
dc.source	Pedagogicka Orientace, Vol 23, Iss 3, Pp 298-317 (2013)
dc.subject	embodiment
dc.subject	embodied cognition
dc.subject	phenomenology
dc.subject	gestures
dc.subject	mathematics
dc.subject	language
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku. / Embodied cognition, its philosophical basis and its potential relevance for educational sciences.
dc.type	article