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Proceedings 2017, 1(9), 949; doi:10.3390/proceedings1090949

IMAGE-ACTION Embodiment and Videographic Analysis

Free University of Bozen-Bolzano, 39100 Bolzano, Italy
Presented at the International and Interdisciplinary Conference IMMAGINI? Image and Imagination between Representation, Communication, Education and Psychology, Brixen, Italy, 27–28 November 2017.
Published: 16 November 2017
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Abstract

The following text is part of a doctoral research project entitled “Embodied Education through Art and Theatre. Experimentation of a multimodal interface”. Embodied Education includes the contributions of Embodied Cognition, that is, that area of psychological research that represents a “new paradigm” for psychology, shifting from the abstractness of classic cognitive psychology to physicality. “Art” and “Theatre”, visual and kinesic channels, are the aspects of physicality that Embodied Cognition addresses, based on the discovery of the so-called MNS, Mirror Neuron System. The case study is aimed at reconsidering methodology and on a theoretical-epistemological rethink regarding images.
Keywords: embodied education; videographic analysis; visual thinking; phenomenology embodied education; videographic analysis; visual thinking; phenomenology
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Zambaldi, N. IMAGE-ACTION Embodiment and Videographic Analysis. Proceedings 2017, 1, 949.

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