Navarro Arroyo, Mariano

Preferred name

Official Name

Navarro Arroyo, Mariano Emmanuel

Alternative Name

mnavarroa

Main Affiliation

ORCID

0000-0002-9166-5811

Scopus Author ID

57207260515

Researcher ID

FRD-1194-2022

Now showing 1 - 10 of 20

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The Enaction of Embodied Metaphors in Dante’s Phenomenology of Evil
(Lithuanian Academy of Sciences, 2025)
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Recent developments in metaphor theory stress its embodied character. This article brings together these transformational insights and considers them through the lenses of Dante’s approach, which we may call proto-phenomenological, to the phenomenon of evil. Despite the substantial work on different aspects of Dante’s oeuvre, concerning philosophy, theology and poetry, there has been little reflection on his specific phenomenological hermeneutics of the body and its importance for the whole poetic project. The article responds to this neglect with an analysis of the logic of embodied metaphor in relation to a specific, pre-modern context. Hence, the conceptual apparatus of embodied cognition and enactive phenomenology is used here as a method to support the thesis that the language of embodied metaphors grounds a new approach to ontological, epistemological and ethical aspects regarding the phenomenon of evil, which are already apparent in Dante’s work. Therefore, another important outcome of this research is the validation of the primacy of poetry on the grounds of this new (embodied) epistemology. ©The authors © Filosofija. Sociologija ©Lithuanian Academy of Sciences.
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Situating Skills: Emergent Dynamic Reconfigurations of Activities in the Transition from a Learning Environment to Another
(Alexandru Ioan Cuza University of Iasi, 2025)
Copoeru, Ion
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Ionescu, Thea
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Rejto, Regina-Erna
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The paper aims to provide a broad construct for understanding skills, what they are, and the ways in which they are situated, i.e., dependent on the conditions for their exercise. Adding to Hinchliffe's approach, we made skills’ transferability not only a key aspect of their conceptualization but also a way of exploring their deeply embodied nature and their intricate relation with complex situations. While there is a growing body of research regarding concrete aspects of embodied cognition in learning environments, little attention is given to skilful performances while transferring them into different (mediatized and non-mediatized) learning environments. Our theoretical and empirical investigation offers a preliminary picture of how skills are reconfigured and redeployed in transitioning from one learning environment to another. Regarding the structure of skill, we enlarged Hinchliffe’s approach, integrating the perspective of conversational analysis. The structure of skills can be made explicit if we follow their build-up from simple abilities and their integration into larger structures. According to our view, being skilful means that one can cope with scripted and unscripted interactions and move easily between them ©The authors ©Meta ©Alexandru Ioan Cuza University of Iasi.
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Conceptual problems with disembodied cognition in learning environment(s) and the alternative of embodied creativity
(Vilnius Gediminas Technical University, 2024)
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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. ©Los autores ©Creativity Studies ©Vilnius Gediminas Technical University.
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Imaginative communication and community: the phenomenological-enactive approach to the co-constitution of public phenomena
(2021-12-05)
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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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Nosotros los vencidos (We the defeated people)
(Oxford University Press, 2024)
In 1959, Mexican anthropologist and historian Miguel Leon-Portilla first published The Broken Spears: An Aztec Account of the Conquest of Mexico, a work featuring several unpublished Aztec sources from the Conquest of the Mexican territory and its aftermath (Leon-Portilla, 1962). Two of the many fascinating things in that book stand out; the first is the first-hand account of how the Mexica experienced the crumbling of the only world they knew. But the second is riveting and intricate and refers to the fact that it took more than 400 years to add the voice of the defeated to the accounts of those historical events.1 Adding to the shock, let's not forget that such 400 years of overlooking the Aztec's version was done precisely by a cultural milieu that, in many ways, prided itself on being their inheritors. Broken Spears’ original title in Spanish is “La vision de los vencidos,” that is, “The vision of the defeated,” and in the face of an event that accomplished the obliteration of a political entity, it is not hard to perceive on which side the defeated stood. ©The author ©Oxford University Press.
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Los efectos cognitivos-transaccionales de los medios de comunicación como fundamento de los derechos de las audiencias
(Flores, 2017)
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Conceptual problems with disembodied cognition in learning environment(s) and the alternative of embodied creativity
(2024)
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<jats:p>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.</jats:p>
11
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Revista Panamericana de Comunicación : Una revista científica para compartir los frutos de la investigación en el campo de la comunicación
(Universidad Panamericana, Escuela de Comunicación, 2019-07-01)
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Universidad Panamericana. Campus Ciudad de México. Escuela de Comunicación
En el umbral de los veinte años de antigüedad, la Escuela de Comunicación de la Universidad Panamericana, campus de México, se ha sumado al 50º aniversario de la fundación de la propia Universidad. Desde los postulados de creación, desarrollo y consolidación, el Rector General anuncia para nuestra alma mater un ambicioso programa donde debe prevalecer la investigación y la innovación, el crecimiento de las publicaciones en medios de prestigio y el ambicioso propósito de convertirse en referencia destacada en el ámbito de la ciencia internacional.
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Embodied Cognition and Empathic Experiences in War Communication
(Lithuanian Academy of Sciences, 2024)
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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
Scopus© Citations 2 10 1
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Presentación : Año 5, No. 1. enero-junio
(Universidad Panamericana, Escuela de Comunicación, 2023)
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Universidad Panamericana. Campus Ciudad de México. Escuela de Comunicación
Es siempre con una gran ilusión con la que le damos la bienvenida a un número más de la Revista Panamericana de Comunicación, ilusión que se potencia con la perspectiva de que esta nueva entrega enmarca los primeros cinco años de operaciones de esta publicación. Toda revista académica se origina como un proyecto que nace de la generosidad y del compromiso con la vida universitaria, ya que busca contribuir a difundir los conocimientos novedosos que las y los colegas van generando en nuestra área de cono-cimiento. Esa ilusión con la que empezó esta andadura hace ya cinco años tuvo como uno de sus principales protagonistas al queridísimo Dr. José López Yepes, a quien queremos dedicar este número y rendir homenaje, insuficiente y merecidísimo, con esta presentación
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Navarro Arroyo, Mariano

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