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Infusing Bodily Connotations Into Storytelling Instruction: A Discussion Grounded in Embodied Cognitive Theory
Studies in Sociology of Science
Reforms in the theory and practice of curriculum and instruction should be based on changes in their theoretical foundation of cognitive theories. Traditional cognitive science has long been stuck in the confines of Cartesian dualism: the intact human being is divided into body and mind; cognitive computationalism and information processing theories have been prevalent. The computational metaphor of cognition advocates a "disembodied" kind of cognition and devalues bodily connotations. Thisfatcat:yvpdwilx5nd2nhoix4iueb5he4