Course Embodied Education. 4Es cognition and emotion in education, pedagogy and didactics

In the last three decades, we have been witnessing a turn in cognitive sciences, social sciences, and the humanities: the turn toward the 4Es cognition and emotion. The 4 Es indicate, that cognizing and feeling are embodied processes (the living body, and not a mind, is constitutive), embedded (they arise in interaction with an environment), enacted (meaning is created through actions) and extended (these processes involve offload of contents and processes into vehicles such as computers, cellphones, tools etc.). 
More recently, impacts of this turn has started to emerge in the field of education - theoretically as well as empirically. In this course, we will discuss the emerging field of the embodied education theory (EmbEd) and its goal to merge 4Es cognition and educational sciences, pedagogy, didactics and learning.
The purpose of the course is to enable the students to acquire knowledge and understanding of central topics and critical issues of embodied education. The students obtain skills for applying this knowledge and understanding to their individual research projects and doctoral work. Students will be required to actively participate in laboratories/discussion sessions for the purpose of exploring possibilities and limits for the creation of the embodied education approach.The course also serves as a place for establishing a network of young scholars interested in contributing to this approach to education. 

PROGRAM:

MONDAY

09.00-9.30 Welcome & Introduction (Oliver Kauffmann)
09.30-10.45 Lecture 1 (Shaun Gallagher): Introduction to 4Es cognition and emotion. Historical background. The roots of embodied cognition: phenomenology and pragmatism. Embodied cognitive science. 
10.45-11.00 Break
11.00-12.15 Lecture 2 (Shaun Gallagher): Embodied Enactive Learning. 
12.15-13.00 Lunch
13.00-14.15 Lecture 3 (Denis Francesconi): Qualitative methods to study the embodied mind. The case of contemplative practices and mindfulness. 
14.15-16.00 Discussion
15.00-15.15 Break

TUESDAY

09.00-10.15 Lecture 4 (Oliver Kauffmann): Embodiment and formative education: The points of ‘habituation’, ‘growth’, ‘bodily reflexivity’ and ‘resonance’.
10.15-10.30 Break
10.30-11.45 Lecture 5: (Denis Francesconi):The social and political dimension of 4E education: the case of FridaysforFuture as enactive learning network. 
11.30-12.15 Lunch
12.15-13.30 Thinking Lab 1.
13.30-14.45 Lecture 6: (Ditte Winther-Lindqvist): Caring well for children in early years education – creating a pedagogical atmosphere.
14.45-16.30 Discussion
15.30-15.45 Break

Social event.

WEDNESDAY

09.00-10.15 Lecture 7 (Lars E. Damgaard Knudsen): Exploring lived experience through art-based research.
10.15-10.30 Break
10.30-12.00 Thinking Lab 2.
12.00-13.00 Lunch
13.00-14.15 Lecture 8 (Shaun Gallagher): the future of embodied education? Directions, pitfalls, and shortcuts. 
14.15-16.00 Discussion
15.00-15.15 Break 

Aim:

The aims of the course are to introduce the students to the basic elements of embodied education and exemplify how to apply theoretical insights to practical and empirical research. 

Literature:

Crippen, Matthew & Jay Schulkin (2020): Mind Ecologies: Body, Brain, and World. NY: Columbia University Press. 
Francesconi, Denis, Symeonidis, Vasileios, & Agostini, Evi.  (2021). Enactive Networks and Collective Agency for the Transition Toward Sustainable Development. Frontiers in Education. 4(636067):1–10. doi: 10.3389/feduc.2021.636067 
Frølund, Sune (2016): ‘Naturalness as an Educational Value’, Journal of Philosophy of Education, Vol. 50, 4, 655-668. 
Gallagher, Shaun (2005): How the Body Shapes the Mind. Oxford: OUP. 
Gallagher (2013). Natural pedagogy and social interaction, Encyclopaideia 37:127-145, DOI: 10.4442/ency_37_13_06 
Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement. Educational Psychology Review, 27(3), 391-404.
Gallagher, S. (2018). Educating the right stuff: Lessons in enactivist learning. Educational Theory, 68(6), 625-641.
Kauffmann, Oliver (2011): ‘Brain Plasticity and Phenomenal Consciousness’, Journal of Consciousness Studies 18 (7-8), 46-70. 
Knudsen, Lars Emmerik Damgaard, et al. (2020): ’Open School as Embodied Learning’, International Journal of Education Through Art 16 (2), 261-270. 
https://doi.org/10.1386/eta_00030_3 
Stapleton, Mog (2020): ‘Enacting Education’, Phenomenology and the Cognitive Sciences, online 
https://doi.org/10.1007/s11097-020-09672-4 
Bollnow, O.F. (1989). The pedagogical atmosphere. Phenomenology + Pedagogy. 7, 5-63
Friesen, N. (xxxx) Hesitating with the Pedagogical Relation: Origins and Interpretations
Hasse, J. (2019). Atmospheres and Moods: Two Modes of Being-with, in in T. Griffero, M. Tedeschini (eds.), Atmosphere and Aesthetics, https://doi.org/10.1007/978-3-030-24942-7_4
Winther-Lindqvist, D. (2021) Caring Well for Children in ECEC – the role of moral imagination, Learning, Culture & Social interaction. Vol. 30 
Wolf, B. (2019) Atmospheres of Learning, Atmospheric Competence, in T. Griffero, M. Tedeschini (eds.), Atmosphere and Aesthetics, https://doi.org/10.1007/978-3-030-24942-7_12

Target group:

PhD students at all stages in the fields of education, learning, pedagogy, and didactics, as well as anthropology, psychology, cognitive science, philosophy, history of ideas, theology & sociology.

Form:

Lectures, group work, discussions, supervision.

Lecturers:

Shaun Gallagher (Moss Chair of Excellence in Philosophy, University of Memphis, Tennessee) 
Denis Francesconi (p.t. University of Vienna). 
Oliver Kauffmann (AU/DPU) 
Ditte Winther-Lindqvist (AU/DPU) 
Lars Emmerik Damgaard Knudsen (AU/DPU) 

Course dates:

• 10 October 2022 09:00 - 16:00
• 11 October 2022 09:00 - 16:00
• 12 October 2022 09:00 - 16:00