On the Education About/of Radical Embodied Cognition

Frontiers in Psychology

article

John van der Kamp¹  Rob Withagen³  Dominic Orth⁴ 

[1] Department of Human Movement Sciences, Vrije Universiteit;Research Center for Exercise, School and Sport, Windesheim University of Applied Sciences;Department of Human Movement Sciences, University Medical Centre Groningen;Department of Health and Medical Sciences, Swinburne University of Technology

关键词: education;    motor learning;    radical embodied cognition;    pedagogy;    ecological psychology;   

DOI  :  10.3389/fpsyg.2019.02378

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

In mainstream or strong university education, the teacher selects and transmits knowledge and skills that students are to acquire and reproduce. Many researchers of radical embodied cognitive science still adhere to this way of teaching, even though this prescriptive pedagogy deeply contrasts with the theoretical underpinnings of their science. In this paper, we search for alternative ways of teaching that are more aligned with the central non-prescriptive and non-representational tenets of radical embodied cognitive science. To this end, we discuss recent views on education by Tim Ingold and Gert Biesta, which are based on Dewey’s philosophy of pragmatism and Gibsons’ ecological approach. The paper starts by introducing radical embodied cognitive science, particularly as it relates to motor skill learning, one of our prime interests in research and teaching. Next, we provide a synopsis and critique of the still dominant prescriptive and explicating pedagogy of strong education. Following Ingold and Biesta, we search for a weak alternative through a careful consideration of the education of attention and the participating teacher. To illustrate our arguments, we use examples of the first author’s teaching about/of motor skill learning. The paper is concluded by briefly considering the implications of weak education for a radical embodied science of motor skill learning.

【 授权许可】

CC BY