Embodied Learning: Why at School the Mind Needs the Body

Frontiers in Psychology

article

Manuela Macedonia¹ 

[1] Institute of Information Engineering, Johannes Kepler University Linz;Max Planck Institute for Human Cognitive and Brain Sciences;Linz Center of Mechatronics GmbH

关键词: embodiment;    instruction;    education;    second language;    mathematics;    memory;    learning;    neuroscience;   

DOI  :  10.3389/fpsyg.2019.02098

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Despite all methodological efforts made in the last three decades, Western instruction grounds on traditional principles. Most educational programs follow theories that are mentalistic, i.e., they separate the mind from the body. At school, learners sit, watch, listen, and write. The aim of this paper is to present embodied learning as an alternative to mentalistic education. Similarly, this paper wants to describe embodied learning from a neuroscientific perspective. After a brief historical overview, I will review studies highlighting the behavioral effectiveness of embodied instruction in second language learning, mathematics and spatial thinking. On this base, I will discuss some of the brain mechanisms driving embodied learning and describe its advantages, clearly pleading in favor of instructional practice that reunites body and mind.

【 授权许可】

CC BY