This paper concerns the educational consequences of the «Embodied Mind » approach to cognitive processes, such as exposed in George Lakoff’s and Mark Johnson’s major works. Can our propension to build bodily-centered maps and schemata explain general aspects of our languages and logics ? There is a classical case furnishing a favorable argument for this conclusion, namely prepositions and their uses in Indo-European languages, a case which was already analysed by a classical modern philosopher as G. W. Leibniz. The discussion of this case can help us even to individuate which kind of educational applications one can find for the «Embodied Mind » approach.

Mente incorporata. Conseguenze educative a partire da Lakoff - Johnson (e Leibniz) - Embodied Mind. Educational Consequences starting from Lakoff - Johnson (and Leibniz)

PIRO FRANCESCO
2020-01-01

Abstract

This paper concerns the educational consequences of the «Embodied Mind » approach to cognitive processes, such as exposed in George Lakoff’s and Mark Johnson’s major works. Can our propension to build bodily-centered maps and schemata explain general aspects of our languages and logics ? There is a classical case furnishing a favorable argument for this conclusion, namely prepositions and their uses in Indo-European languages, a case which was already analysed by a classical modern philosopher as G. W. Leibniz. The discussion of this case can help us even to individuate which kind of educational applications one can find for the «Embodied Mind » approach.
2020
9788867607648
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4752663
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