Embodied Cognition: Innovations in Teaching, Learning, and Educational Design
A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Education and Psychology".
Deadline for manuscript submissions: 1 June 2027 | Viewed by 123
Editor
Special Issue Information
Dear Colleagues,
Over the past three decades, pedagogies rooted in embodied cognition have gained increasing attention within educational research. However, the field is still in need of research that considers the complexity and nuances of embodied pedagogy, its long-term impacts, and innovations that support knowledge construction and address broader societal issues.
The Special Issue “Embodied Cognition: Innovations in Teaching, Learning, and Educational Design” aims to advance research that explores the interconnection between the mind and body on educational practice and theory. Embodied cognition acknowledges the role of the body in learning (Foglia & Wilson, 2013), contrasting the perception of the mind–body duality that relegates the body as an inferior servant to the mind. This Special Issue welcomes innovative educational research that leverages embodied pedagogy showcasing the idea that the construction of knowledge is a process that emerges through the integration of bodily experience and cognitive activity (Leitan & Chaffey, 2014; Nguyen & Larson, 2015).
We welcome research representing a diversity of (1) disciplines; (2) bodily functions, cognitive processes, and learning outcomes; (3) stages across the lifespan; (4) learner populations, identities, and educational contexts that promote equity and inclusion; and (5) research paradigms and methodologies. As such, this Special Issue aims to show how embodied cognition is applied in innovative ways within singular and multidisciplinary educational research. The issue also aims to include research that considers the variety of ways in which the body and mind interact at any stage of human development—from childhood through older adulthood—across diverse learner populations, including neurodivergent and neurotypical individuals. Finally, this special issue seeks to advance theoretical, empirical, and methodological understandings of embodied cognition to address contemporary educational and societal challenges.
Submissions to this Special Issue may include, but are not limited to, the following themes:
- Embodied pedagogies and instructional practices that support cognition across the lifespan.
- Embodied pedagogies that promote equity, inclusion, and social justice.
- Systematic, scoping, or narrative reviews of embodied pedagogy.
- Meta-analyses of embodied pedagogy and practices.
- Embodied learning and cognition among neurodivergent learners and other diverse learner populations.
- Theoretical and conceptual frameworks of embodied pedagogies.
- Innovative and emerging technologies that support embodied learning.
References
Foglia, L. and Wilson, R.A. (2013) Embodied Cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 319–325. https://doi.org/10.1002/wcs.1226
Leitan, N. D., & Chaffey, L. (2014). Embodied cognition and its applications: A brief review. Sensoria: A Journal of Mind, Brain & Culture, 10(1), 3–10. https://doi.org/10.7790/sa.v10i1.384
Nguyen, D.J., Larson, J.B. Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy. Innov High Educ 40, 331–344 (2015). https://doi.org/10.1007/s10755-015-9319-6
Dr. Camille Bryant
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.
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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- embodied cognition
- embodied pedagogies
- cognitive science
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