Exploration and Practice of Life Education Curriculum Based on Embodied Cognition Theory

In recent years,the suicide rate of adolescents has been increasing year by year,and life and health problems have become the most important in education.It is urgent to promote the construction of the curriculum of life education effectively.In view of the“vacuity”and“fragmented”state of traditional life education,this paper combs the teaching objectives,teaching contents,teaching methods,and teaching evaluation of life education from the perspective of embodied cognition theory,to explore the construction of positive experience of life education curriculum.

Research on Children’s Game Activity Design Strategies Based on Embodied Cognition Theory

Edutainment,in the kindergarten education stage,emphasizes the game as the basic activity and combines the content of education with the form of the game,thus it also forms the educational method of gamification teaching.Through investigation and analysis,it is found that the current kindergarten game activity design has the problem of improper combination of educational content and game form.The current kindergarten game activity design has problems such as stereotypes,children’s lack of active learning opportunities in activities,teachers’insufficient theoretical understanding,inappropriate teacher guidance methods,and so on.Embodied cognition theory attaches importance to the important role of the body in the development of cognition,provides new guidance for classroom teaching,and opens up a new path for classroom teaching reform.Based on the perspective of embodied cognition theory,the concept of body and mind integration should be adhered to in kindergarten teaching with games as the basic activity,experiential teaching situation should be created,children’s subjective experience should be respected,and games and interactions should be designed to promote children’s physical and mental participation,thus laying a foundation for the realization of children’s individual freedom,autonomy,and all-round development.Therefore,this paper aims at the existing problems in the current kindergarten gamification teaching and discusses the design strategy of children’s game activities based on embodied cognition theory.

Embodiment of Rationality:Philosophical Interpretation of Embodied Cognition

Under the influence of European rationalism,which holds that human rationality is higher than,or at least independent of human sensory cognition,the first generation of cognitive science advocates for disembodied cognition,manifesting the concept of dualism of mind and body.With the development of cognitive science in the 1980s,the second generation of cognitive science redefines the relationship between mind and body,thought and behavior,and reason and feeling and puts forward the concept of embodied cognition,representing monism of mind and body.It is claimed that the formation of concepts,categorical cognition and the evolution of rational thinking are characterized by embodiment,which is the necessary condition and basis for the formation of human rationality.The current study traces the shift of cognitive science from dualism to monism of mind and body and explores the relationship between rationality and sensibility from the perspective of philosophical basis and interpretations,with an aim to achieve a better understanding and thorough interpretation of human rationality.In this heated discussion about embodied cognition,there are still some fundamental questions that need to be further clarified,such as the essence and mechanism of human cognition,the ways that human body participates in cognitive activities,especially imagination and reasoning.The research paradigm of embodied cognition and its relevant theory have not been established and developed yet,and empirical research from interdisciplinary perspectives is far from enough to provide hard evidence for embodied cognition.

Evaluation of the Relation between Cognitive Science and Embodied Cognition

This article delves into the intricate relationship between cognitive science and embodied cognition, offering transformative philosophical insights with profound implications for our understanding of the mind-body connection. In response to the journal’s feedback, we have enhanced the abstract to provide a more comprehensive overview of our study. Background: We trace the historical evolution of ideas, from the inception of cognitive science rooted in analytic philosophy to the groundbreaking contributions of Rodney Brooks and others in the field of artificial intelligence. We also explore the work of scholars such as Agre, Chapman, and Dreyfus, shedding light on the role of cognitive metaphor and the concept of the cognitive unconscious in shaping our understanding of embodied cognition. Purpose: Our study aims to shed light on the central theme that unites these various strands of thought—the rejection of the traditional, transcendental view of the subject in favor of the concept of an embodied subject. This embodied subject actively engages with its environment, shaping consciousness and cognition. This shift in perspective challenges classical epistemological theories and opens new avenues for inquiry. Method: We have conducted a comprehensive literature review to explore the historical development and key concepts in the field of embodied cognition, with a particular focus on the philosophical underpinnings and their integration into cognitive science. Results: Our examination of embodied cognition reveals that the mind is intimately connected to the body, with cognition emerging through interactions with the environment and perceptual experiences. This perspective challenges reductionist notions and demonstrates that mental states cannot be reduced to brain states alone. We also explore the relationship between functionalism and computational states of the brain, illustrating that mental states can be understood in the context of mathematical functions. Conclusion: In conclusion, this paper highlights the profound implications of embodied cognition and suggests that the mind is not isolated from the body but intimately tied to it. This perspective provides a fresh approach to the mind-body problem, emphasizing the role of the environment and perceptual experiences in shaping cognition. We invite further research into the practical applications of embodied cognition in fields like artificial intelligence, robotics, and psychology, and encourage investigations into the intersections between cognitive science and various branches of philosophy, offering valuable insights into the nature of consciousness and cognition. In essence, this study provides a comprehensive overview of the evolution and implications of embodied cognition, laying the groundwork for further research and fostering a deeper appreciation of the profound shifts in perspective that this theory brings to our understanding of the human mind.

Book Review: Metaphor: Embodied Cognition and Discourse Edited by Beate Hampe Cambridge University Press (2017) UK xii+369 pp. ISBN 9781108187480

The book under review presents a comprehensive investigation into Metaphor theories from perspectives of embodied cognition and discourse.After sketching dimensions and dynamics of contemporary metaphor theories in the first part,it presents and evaluates metaphor in cognition by analyzing sources and target of the primary metaphor theory,the hierarchical structure of mental metaphors,metaphorical directionality and body schema in metaphorical cognition.Investigations of sign systems,modalities,contextualized discourse interaction patterns,embodied metonymy are included in the third part.And metaphor in discourse in detailed research with multiple related topics is in the fourth part.The embodied and discourse views of metaphor are highlighted in the epilogue,and it points out that one’s preferred level of analysis argues against the relevance of other perspectives on metaphor performance by using different methods.

Embodied Emotion--Turn from Traditional to PostCognitive Perspectives

This literature review on the research of embodied emotion addresses the aspects of the concepts of embodied emotion, the various theories or theses on the embodied emotion abroad and at home, some comments based on the literature are elicited and the discussions about the future research topics on embodied emotion are proposed.

Effects of Acute Exercise on Verbal, Mathematical, and Spatial Insight Creativity

This experiment was designed to accommodate the diversified verbal,mathematical,and spatial skills of young adults,which have not yet to be collectively evaluated in research projects focused on acute exercise and creativity among college students.While emerging research suggests that acute moderate-intensity exercise may influence human creativity,creativity during and after exercise has not been experimentally investigated.Such differences are plausible,as previous work demonstrates that memory can be differentially influenced based on whether the memory task occurs during or after exercise.Therefore,the purpose of this study was to examine the effects of acute moderate‐intensity treadmill walking,for 15 min,on verbal,mathematical,and spatial insight creativity performance while considering the timing of the exercise and creativity tasks.Among a sample of 20 undergraduate students,all completed three randomized laboratory visits in this within-subjects design:control condition,insight problem-solving following exercise,and insight problem-solving during exercise.They also completed six insight creativity tasks(two verbal,two mathematical,and two spatial tasks)per visit,with the order of task-presentation randomized and counterbalanced across the three visits.Average insight creativity scores were similar across the three exercise manipulations:That is,verbal insight[F(2,18)=0.689,P=0.51],mathematical insight[F(2,18)=0.033,P=0.97],and spatial insight[F(2,18)=1.0,P=0.38]performance were not statistically significant across the three visits.Thus,moderate-intensity acute exercise may not appreciably influence verbal,mathematical or spatial insight creativity.

An IEEE value loop of human-technology collaboration in geospatial information science

Geosensing and social sensing as two digitalization mainstreams in big data era are increasingly converging toward an integrated system for the creation of semantically enriched digital Earth.Along with the rapid developments of AI technologies,this convergence has inevitably brought about a number of transformations.On the one hand,value-adding chains from raw data to products and services are becoming value-adding loops composed of four successive stages–Informing,Enabling,Engaging and Empowering(IEEE).Each stage is a dynamic loop for itself.On the other hand,the“human versus technology”relationship is upgraded toward a game-changing“human and technology”collaboration.The information loop is essentially shaped by the omnipresent reciprocity between humans and technologies as equal partners,co-learners and co-creators of new values.The paper gives an analytical review on the mutually changing roles and responsibilities of humans and technologies in the individual stages of the IEEE loop,with the aim to promote a holistic understanding of the state of the art of geospatial information science.Meanwhile,the author elicits a number of challenges facing the interwoven human-technology collaboration.The transformation to a growth mind-set may take time to realize and consolidate.Research works on large-scale semantic data integration are just in the beginning.User experiences of geovisual analytic approaches are far from being systematically studied.Finally,the ethical concerns for the handling of semantically enriched digital Earth cover not only the sensitive issues related to privacy violation,copyright infringement,abuse,etc.but also the questions of how to make technologies as controllable and understandable as possible for humans and how to keep the technological ethos within its constructive sphere of societal influence.