-
-
-
Open Access Article
1 - Embodiment Learning: A Critique of Neurophilosophy Approach to Cognition and Learning
bijan babaei بختيار شعباني وركي Tahereh Javidi Kalateh Jafarabadi Ali MoghimiThe main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is MoreThe main purpose of this paper is to explain Churchland's radical embodied approach to cognition and learning. This Research is conducted by using concept analysis and critical method. This paper illustrates that how the physicalists account of cognition and learning is problematic. As an alternative, the neurophenomenological approach of Varela and Mathurana is introduced. They reject physicalism on the bases of the enactive learning and introduce a situated embodied learning. Varela and Mathurana argue that the mind is not in the head and so learning should be considered as an embodied (more than brain), embedded (functioning in a related wider context), enactive (involving things organisms do) and extended (into the environment). Therefore organism and environment are intertwined in the circularity. Manuscript profile -
Open Access Article
2 - A Holographic Teaching-Learning Environment: Beyond Neuro-philosophy and Towards Neuro-phenomenology of Education
hosein sharafi بختيار شعباني وركيThe main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philoso MoreThe main objective of this paper is to explain the difficulties and insufficiency of neuro-philosophy to delineate the framework of teaching-learning environments, and suggest an alternative to these difficulties. Therefore, firstly, the perspective of the neuro-philosophy to teaching-learning environments have been examined and criticized. Then, we have proposed a holographic teaching-learning environment based on the Varela’s neuro-phenomenology of education and inspired by the integral theory. The most important features of this approach to learning environments are: holographic attitudes towards human complicated life, simultaneous attention to the object and the subject and all its explicit and implicit layers by integrating the first and the third person methodologies into the essential components of these environments, namely teaching, teacher-learner communication, evaluation, and curriculum as an integrated whole. Manuscript profile -
Open Access Article
3 - Autopoietic Curriculum in the Age of Outbreak of Pandemic Covid-19 and Corona-Life
bakhtiar shabani Alireza HooshmandVarious aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of MoreVarious aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of education, public and higher education, to be continued in cyberspace, as they used professional and useful soft wares. In the corona age, limited views, divided approaches, and reducing the whole of human life to separate aspects lead to a deficiency in curricula. To rely exclusively on empirical science or to rely merely on lived experiences have caused difficulties for curricula in this time. In this paper, we examined curricula in the Iranian education system during the corona-life. Some factors such as low infrastructures, poor conditions, lack of professional skills, and necessary competencies are noticed. It is argued that the reductionist approach of the current curricula leads to alienation from the deep meaning of curricula in public and higher education. We used the metaphor of a Swamp Curriculum to describe the current situation of curriculum. As this metaphor indicates, Swamp Curriculum causes people, education systems, and processes focus on specific dimensions and finally, it leads to pulling them down. Neuro-phenomenology, as a comprehensive approach, provides us with an integral consideration of the dimensions of human life. Inspired by neuro-phenomenology, an ecumenical and holographic approach to the curriculum can be achieved that can be called autopoietic curriculum. It is a self-organized and non-reductionist curriculum. The central properties of the autopoietic curriculum are comprehensiveness, uncertainty, rationality, synergistic and hybrid agency. The autopoietic curriculum also requires intertwining, complexity, emergency and inclusiveness. As a result, we explain that the implications of the neuro-phenomenological approach, including uncertainty and pluri-disciplinarity, provide us with a holographic approach to consider the emergent universe scenario in the curriculum development in the age of COVID-19. Manuscript profile -
Open Access Article
4 - The Pedagogical Narrative of Embodied Consciousness in the Post-Reductionist Era: The Inseparability of Mind-Body-Environment (MBE)
Zeinab Mahdavi Bakhatiar shabanivaraky Tahereh Javidi Calate Jaafar AbadTo narrate the pedagogy inspired by embodiment consciousness is the primary purpose of the paper. To reach it, firstly, the analytical account has offered the main consciousness streams which took a reductionism position about the phenomenon and, then, according to the MoreTo narrate the pedagogy inspired by embodiment consciousness is the primary purpose of the paper. To reach it, firstly, the analytical account has offered the main consciousness streams which took a reductionism position about the phenomenon and, then, according to the shortcomings they have created, we criticised them. On the one hand, dualism held that mind and matter are distinct substances and preferred the mind as a non-material entity, leading to explanatory gab and the hard problem of consciousness later. The eliminativist's argument about consciousness is that "there is no such a thing." Therefore, mental states and awareness are exclusively confined only to the brain and neuroscientific subjects. On the other hand, neurophenomenology takes a holism position and, by refusing the explanatory gap, believes that there is no split between the mind-body and the world. Varela introduced the embodiment as a feature of consciousness which means that the integrated experience is intimately connected to situations and arise from contexts. Thus, we are active in the world and show a reaction, rather than isolated Cartesian minds that consist of pure thought or generally eliminated consciousness. The idea demonstrates even better in the pedagogy field due to embodiment consciousness by identifying students' first-person experience and emotional aspects and recovering Cartesian subjective preference. Moreover, bypassing traditional, static and dogmatic structures, pedagogy inspired by embodiment consciousness endeavor to conquer elimination problems and explain that human beings do not live inactively in a society with a set of predomination stuff like morality which has already existed just in neural system and the brain biologically. Therefore, embodiment consciousness has been suggested as an alternative to the previous streams. Here, the pedagogical stream is non-linear, emergent, and chaotic, in which monologue turns to dialogue. In these circumstances, the pedagogic connection refuses to follow static, linear, and predetermined regulation but avoids pursuing blindness and imitation. Manuscript profile
List of Articles بختيار شعباني وركي
-
The rights to this website are owned by the Raimag Press Management System.
Copyright © 2017-2024