Our team recognizes the value of the bodily entity and movement emerged among the new research in the field of psychology to understand, build and adopt new models of teaching intermediation of bodily activities in education. The stress on the only predominance of mind can lead to neglect the role played by the body / brain in the learning process. In the last years has emerged a new perspective, the 'embodied cognition, which helps to overcome the traditional dualism between body and mind, because the cognitive processes are based on sensorimotor processes. Based on these assumptions, the 'physical education is used here to promote teaching laboratory activities, the gym becomes a more funner setting for children in which to propose activities in different school subjects. With our work we focused on learning of English in the gym, using physical activities as a means for learning cognitive and psychosocial, because the sport’s language is universal, it is an instrument of growth of' a person in a context of sharing rules. Our work has been developed through lessons given at the gym, during which the teacher described the deliveries, using English language. We called for a reflection on the coalition between corporeality, mind and language to valorise the child actively involving him in the learning process and not forcing him to reproduce the language according to the old-fashioned grammar. This approach urges in pupil, in a natural way, the desire to communicate and express demands, needs and requirements according to a conversational approach in English language.
A possible interaction between mind, corporeality and language
D'ANNA, CRISTIANA;GOMEZ PALOMA, FILIPPO
2013-01-01
Abstract
Our team recognizes the value of the bodily entity and movement emerged among the new research in the field of psychology to understand, build and adopt new models of teaching intermediation of bodily activities in education. The stress on the only predominance of mind can lead to neglect the role played by the body / brain in the learning process. In the last years has emerged a new perspective, the 'embodied cognition, which helps to overcome the traditional dualism between body and mind, because the cognitive processes are based on sensorimotor processes. Based on these assumptions, the 'physical education is used here to promote teaching laboratory activities, the gym becomes a more funner setting for children in which to propose activities in different school subjects. With our work we focused on learning of English in the gym, using physical activities as a means for learning cognitive and psychosocial, because the sport’s language is universal, it is an instrument of growth of' a person in a context of sharing rules. Our work has been developed through lessons given at the gym, during which the teacher described the deliveries, using English language. We called for a reflection on the coalition between corporeality, mind and language to valorise the child actively involving him in the learning process and not forcing him to reproduce the language according to the old-fashioned grammar. This approach urges in pupil, in a natural way, the desire to communicate and express demands, needs and requirements according to a conversational approach in English language.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
