Artefact 6: Learning through Embodying

 

    In my classroom, Dr. Robyn showed us a video titled "Dancing Braid into Being: Exploring Mathematics through Dancing." This video deeply resonated with me as it vividly demonstrated the concept of learning through embodying. The use of dance allowed students to physically engage with mathematical concepts, translating abstract ideas into tangible experiences. This approach aligns with the concept of embodied cognition, where learning is enhanced by integrating physical activity and sensory experiences. The video highlighted that through movement, students could better grasp abstract mathematical patterns and relationships, bridging the gap between theory and practical understanding. Embodied, arts-based math learning helps students understand abstract concepts through multisensory experiences, making learning more engaging and effective.

    Cognitive scientists Francisco J. Varela, Evan Thompson, and psychologist Eleanor Rosch in their book "The Embodied Mind: Cognitive Science and Human Experience" explore how traditional views of selfhood as a unified and grounded subject can be reconciled with a more fragmented and situated understanding presented by cognitive science. They integrate insights from phenomenology and Buddhist philosophy to argue against the mechanistic and representational models of early cognitive science.

    This book criticizes these early approaches for their reductionist view of the mind and emphasizes a more emergent perspective in line with complexity theory. It highlights how our cognitive processes are deeply intertwined with our embodied experiences, suggesting that understanding the self requires considering the body’s interaction with the environment and context. The authors' radical conceptualization of the self aligns with the growing field of embodied cognition, which looks at how the body shapes and influences cognition, perception, and consciousness. “By using the term embodied we mean to highlight two points: first that cognition depends upon the kinds of experience that come from having a body with various sensorimotor capacities, and second, that these individual sensorimotor capacities are themselves embedded in a more encompassing biological, psychological and cultural context" (Varela et al., 1991).

In-class embodying activity

    With my experience as a high school teacher, university educator, and the mother of two children, I find that the method of embodying is highly beneficial for young students as well as for beginners learning a new language. This approach allows students to engage with content in a physical, hands-on way, which not only makes learning more engaging but also helps them understand and internalize concepts more effectively. For young students, it makes abstract ideas more concrete, while for language learners, it aids comprehension by associating words and phrases with actions and movements. This multi-sensory approach is especially useful for creating connections between new knowledge and the learner's everyday experiences.

   Additionally, incorporating real objects and body movements into lessons is particularly beneficial for young students and beginners learning a new language. It enhances learning by creating connections between theoretical knowledge and physical experience, making it easier for students to grasp and remember concepts. This approach not only makes learning more engaging but also helps students internalize knowledge more deeply​.

References:

Varela, F. J., Thompson, E., & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience (pp. 172–173). MIT Press.