How was reevaluated corporeity in post-modern thinking?, how to reassess your body in current culture and teaching practices? Our research work has outlined, through a theoretical analysis of argument, the overcoming of mind-body dualism by corporeality, for rethinking education offering to the individual which grows to a learning environment that allows, in particular, its body size and, through it, to contribute to the implementation of cognitive structures. This objective was pursued thinking about cultural body models to change the meaning. First, they go from establishment of the marginal role assumed by the corporeality in Western thought since the Cartesian mind-body dualism, translated in the dualism between science and philosophy (Snow .1956) giving rise to a series of stereotypes on the concept of Science (Popper .1970). This work is the result of an accurate reflection, carried out in a few stages: the absence of "body" value considerations in the educational system, structured on cognition (Gomez Paloma .2004); the examination of Cartesian thought and the concept of corporeity in philosophy; contaminations between philosophy and education with the marginalization of corporeality in education analysis of recovered body function in learning through the "pedagogy of the body", "therapy", supported today by neuroscience (Gallese.2006; Damasio 2000). To reflect on corporeality leads therefore to create a multidimensional and multidisciplinary discourse, trying a dialectical synthesis in mind-body. Recomposition of fragments in corporeality unit becomes the central node of the "pedagogy of the body" (Gamelli .2001). Research on corporeality draws links between body-emotional experience and learnings, paying attention to the role of the movement (.1998 Berthoz), and then physical education. The body is recognized as the seat of cognition, speak of "embodied cognition" (Welsh .2005), seat of emotionality (Damasio .1995), of sociality (Rizzolatti-Sinigaglia, 2006; Welsh, 2006; Siegel, 2001) and human behavior is the result of body and mind, "not separate entities, but intimately interconnected" (Goleman .1996).

THE APPRECIATION OF CORPOREALITY IN EDUCATION

D'ANNA, CRISTIANA;GOMEZ PALOMA, FILIPPO
2013

Abstract

How was reevaluated corporeity in post-modern thinking?, how to reassess your body in current culture and teaching practices? Our research work has outlined, through a theoretical analysis of argument, the overcoming of mind-body dualism by corporeality, for rethinking education offering to the individual which grows to a learning environment that allows, in particular, its body size and, through it, to contribute to the implementation of cognitive structures. This objective was pursued thinking about cultural body models to change the meaning. First, they go from establishment of the marginal role assumed by the corporeality in Western thought since the Cartesian mind-body dualism, translated in the dualism between science and philosophy (Snow .1956) giving rise to a series of stereotypes on the concept of Science (Popper .1970). This work is the result of an accurate reflection, carried out in a few stages: the absence of "body" value considerations in the educational system, structured on cognition (Gomez Paloma .2004); the examination of Cartesian thought and the concept of corporeity in philosophy; contaminations between philosophy and education with the marginalization of corporeality in education analysis of recovered body function in learning through the "pedagogy of the body", "therapy", supported today by neuroscience (Gallese.2006; Damasio 2000). To reflect on corporeality leads therefore to create a multidimensional and multidisciplinary discourse, trying a dialectical synthesis in mind-body. Recomposition of fragments in corporeality unit becomes the central node of the "pedagogy of the body" (Gamelli .2001). Research on corporeality draws links between body-emotional experience and learnings, paying attention to the role of the movement (.1998 Berthoz), and then physical education. The body is recognized as the seat of cognition, speak of "embodied cognition" (Welsh .2005), seat of emotionality (Damasio .1995), of sociality (Rizzolatti-Sinigaglia, 2006; Welsh, 2006; Siegel, 2001) and human behavior is the result of body and mind, "not separate entities, but intimately interconnected" (Goleman .1996).
978-989-97866-5-3
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4012652
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact