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