Reflective interventions: Enactivism and phenomenology on ways of bringing the body into intellectual engagement.
Phenomenol Cogn Sci May 3, 2020 Iris Laner 9 citations
Educational policies often highlight the connection between body and mind in sense-oriented subjects like physical education or arts, but treat the body as irrelevant in intellectual or mental learning. This paradox stems from underlying ideologies that separate cognition from physical experience. Drawing on phenomenological and enactivist perspectives, the author argues for an approach to embodied learning that applies to both sense-oriented and intellectual domains. Recognizing the interdependence of body and mind, including their situatedness in context, benefits not only physical and sensory cultivation but also opens new possibilities for intellectual engagement.