Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku. / Embodied cognition, its philosophical basis and its potential relevance for educational sciences.
The purpose of this paper is to describe the theory of embodied cognition, embed it in broader philosophical framework, and induct its potential contribution to educational sciences. Text progresses from clarifying the concept of embodiment, its origins in phenomenology (M. Merleau-Ponty) and use in...
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| Format: | Article |
| Language: | ces |
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Czech Pedagogical Society
2013-06-01
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| Series: | Pedagogická Orientace |
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| Online Access: | http://www.ped.muni.cz/pedor/archiv/2013/PedOr13_3_Kognicia_Obertova.pdf |