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CONCEPTUAL PROBLEMS WITH DISEMBODIED COGNITION IN LEARNING ENVIRONMENT(S) AND THE ALTERNATIVE OF EMBODIED CREATIVITY

2024 , Briedis, Mindaugas , Navarro Arroyo, Mariano

The article is motivated by today’s practical realities and theoretical transformations that have affected education on a major scale. The shift from in-person to online classrooms at the beginning of the pandemic brought forward a series of issues related to embodied conditioning for creative strategies in the learning process. After presenting the shortcomings of the disembodied approach to education, we emphasize the role of the embodied (somatic, motoric, affective) aspects of education and discuss the embodied skills of creativity in a variety of learning environments. While so called embodied creativity became a fast-developing field due to mostly quantitative experiments in teaching-learning environments, it still lacks some conceptual clarification, especially in relation to its genesis in the paradigm of embodied cognition. Hence the main goal of this conceptual article is to extend, through the method of theory adaptation, the existing body of research on embodied cognition in academic environments to show how the embodied teaching and learning paradigm presents embodied creativity methods as an alternative to the disembodied approach to education and how technological environments provide an opportunity for such purposes.

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The Body in Religious Media Ecologies: The Case of Subaltern Latino Counterpublics

2022 , Navarro Arroyo, Mariano , Briedis, Mindaugas

This paper explores the body-schematic and body-imaginative processes that underlie individuals’ participation in the public sphere via religious media ecologies. Utilising embodied cognition and social critique, the authors outline how subaltern counterpublics make use of the body to enact micro-oppositions to mainstream discourses. The paper also discloses the origins of higher objectivities (identity, sense of togetherness, justice, plausibility, opposition and openness) in embodiment. Discussing counterpublics through the prism of embodied cognition, as found in Latin religious media ecologies, constitutes a valuable alternative to the logocentric understanding of public consent. While the dominant discourse privileges abstract formal cognition, Latino subalterns use bodily, affective and enactive affordances given by religious media ecologies. The latter offer affordances and alternative strategies for enacting social imagination, bridging the personal and the public in physically choreographed joint intentions. Embodied participation suggests a constitutive process of public meaning that makes use of the body as the most fundamental medium of communication.

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Imaginative communication and community: the phenomenological-enactive approach to the co-constitution of public phenomena

2021-12-05 , Briedis, Mindaugas , Navarro Arroyo, Mariano

An ever-evolving phenomenological-enactive perspective can expand our reflection on the entanglement between enactive subjects and their living ecologies. This article applies certain classical phenomenological projects and their enactive extension to public phenomena (objects, spaces, events, etc.). As an instance of the embodied cognition discourse, this research also aims to thematize the enactive, affective, and intersubjective aspects of the relation to the (urban) Lebenswelt. This may help in understanding both the potential of the phenomenological-enactive methodology and the processes of an embodied intersubjective co-constitution of a public ethos. Theoretical ideas presented in the article are illustrated with reflections on some concrete public phenomena.

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CONCEPTUAL PROBLEMS WITH DISEMBODIED COGNITION IN LEARNING ENVIRONMENT(S) AND THE ALTERNATIVE OF EMBODIED CREATIVITY

2024 , Briedis, Mindaugas , Navarro Arroyo, Mariano

The article is motivated by today’s practical realities and theoretical transformations that have affected education on a major scale. The shift from in-person to online classrooms at the beginning of the pandemic brought forward a series of issues related to embodied conditioning for creative strategies in the learning process. After presenting the shortcomings of the disembodied approach to education, we emphasize the role of the embodied (somatic, motoric, affective) aspects of education and discuss the embodied skills of creativity in a variety of learning environments. While so called embodied creativity became a fast-developing field due to mostly quantitative experiments in teaching-learning environments, it still lacks some conceptual clarification, especially in relation to its genesis in the paradigm of embodied cognition. Hence the main goal of this conceptual article is to extend, through the method of theory adaptation, the existing body of research on embodied cognition in academic environments to show how the embodied teaching and learning paradigm presents embodied creativity methods as an alternative to the disembodied approach to education and how technological environments provide an opportunity for such purposes.

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Enactive approach to social interactions in religious media ecologies

2023 , Navarro Arroyo, Mariano , Briedis, Mindaugas

In this article we examine the role of the body in constituting specific social interactions via religious media ecologies from the perspective of the enactive embodied cognition. Religious media ecologies give affordances for conversation and interaction which amplify not only religious but also social beliefs and turn subjective judgements into an intersubjective reality. Hence, despite the traditional emphasis on rational, verbal forms of social interaction, we consider the human body to be something of a cognitive pattern or map, representing important social senses and relations. Thematizing the proximity between embodied cognition and religious media ecologies can bring together philosophy and sociology, while addressing a range of prominent thinkers in an original way. © 2023 Intellect Ltd

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Embodied Cognition and Empathic Experiences in War Communication

2024 , Briedis, Mindaugas , Navarro Arroyo, Mariano

Using the perspective of phenomenological-enactive embodied cognition, this paper examines the role of the body in constituting specific social interactions via specific media ecologies (war imagery) during the times of (refugee) crisis. Such media ecologies give affordances that can amplify social beliefs and turn subjective judgments into an intersubjective action. We consider the human body in relation to war media as playing an important role in sustaining social experiences and relations. To that end, the article explores the fundamental experience of empathy, combining the theoretical perspectives of phenomenology and enactivism with the examples from war imagery and refugee embodiment. It is shown that the classical phenomenological tradition offers different yet useful conceptualisations of empathy. We also argue that war images and/or messages should be viewed as means/tools for, rather than representations of, the enaction of certain important experiences. Hence, the article connects the analysis of the affection by war imagery with the subsequent social interactions in the context of refugee crisis. ©Lithuanian Academy of Sciences

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Conceptual problems with disembodied cognition in learning environment(s) and the alternative of embodied creativity

2024 , Briedis, Mindaugas , Navarro Arroyo, Mariano

The article is motivated by today’s practical realities and theoretical transformations that have affected education on a major scale. The shift from in-person to online classrooms at the beginning of the pandemic brought forward a series of issues related to embodied conditioning for creative strategies in the learning process. After presenting the shortcomings of the disembodied approach to education, we emphasize the role of the embodied (somatic, motoric, affective) aspects of education and discuss the embodied skills of creativity in a variety of learning environments. While so called embodied creativity became a fast-developing field due to mostly quantitative experiments in teaching-learning environments, it still lacks some conceptual clarification, especially in relation to its genesis in the paradigm of embodied cognition. Hence the main goal of this conceptual article is to extend, through the method of theory adaptation, the existing body of research on embodied cognition in academic environments to show how the embodied teaching and learning paradigm presents embodied creativity methods as an alternative to the disembodied approach to education and how technological environments provide an opportunity for such purposes.