In the last four decades, we have been witnessing a turn in cognitive science, social sciences, and the humanities toward understanding learning, feeling and cognizing processes in general as situational embedded, embodied activities. For short: The turn toward enacted, embodied cognition. The EMBED unit harbors research focused on various aspects of embodiment with implications for learning, pedagogy and didactics.

Focus:

• Embodied and enacted approaches to mind and learning, including radical enactivism
• The (neo)phenomenological ‘embodied tradition’: impact on learning and pedagogical thinking
• Implicit learning (impacts on didactics/implementations in educational settings (e.g. STEM)
• Pragmatism (neo- and classical) – impacts on educational thinking
• Representationalist accounts of the mental, e.g. metacognitive/higher-order models of consciousness and introspection
• The functions of consciousness in relation to learning; learning as a precondition for consciousness

Work:

Discussions, presentations of papers and ideas at our (virtual) meetings every 5-6 weeks. Collaboration on publications and conference presentations. We are collectively represented at ECER in Yerevan 2022 and at the INPE conference at AU/DPU in Copenhagen 2022: https://conferences.au.dk/inpe2022 . A Ph.D. course 'Embodied Education. 4Es cognition and emotion in education, pedagogy and didactics' (with Prof. Shaun Gallagher, Memphis University) takes place autumn 2022, and a summer university course ‘Enacting Education’ has been developed and offered at AU. We expect to present collectively at EARLI in Thessaloniki 2023. Cooperation on applications for research funding takes place. A conference on embodied education in week 40 2023, hosted by AU/DPU is being  planned.

• Dag Munk Lindemann, UCL University College, Denmark
• Denis Francesconi, University of Vienna, Austria
• Farida Youssef, The Cairo Institute of Liberal Arts and Sciences, Cairo, Egypt
• Matthew Crippen, Pusan National University, South Korea & Humboldt-Universität zu Berlin
• Mog Stapleton, University of Edinburgh
• Menno van Calcar, Erasmus University Rotterdam, The Netherlands
• Saeed Azadmanesh, Allameh Tabataba’i University, Tehran, Iran