By Sungwon Hwang, Wolff-Michael Roth
This e-book is ready the sensuous, dwelling physique with out which person understanding and studying is most unlikely. it's the interface among the person and tradition. contemporary scholarship has moved from investigated understanding and studying as whatever within the brain or mind to figuring out those phenomena by way of the physique (embodiment literature) or tradition (social constructivism). those literatures have improved the knowledge of cognition to incorporate the position of the physique in shaping the brain and to acknowledge the tight relation among brain and tradition. even though, there are lots of difficulties bobbing up from ways that the physique and tradition are concept in those separate examine domain names. during this e-book, the authors current an interdisciplinary, medical initiative that brings jointly the troubles for physique and for tradition to enhance a unmarried idea of cognition established at the dwelling and lived physique. This e-book thereby contributes to bridging the space that presently exists among conception (knowing that) and praxis (knowing how) that's obvious within the latest technology and arithmetic schooling literatures.
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Additional info for Scientific & Mathematical Bodies: The Interface of Culture and Mind
Example text
That is, the ontogenesis of scientific concepts is tied to the microgenesis of children’s talk as it unfolds in real time. Therefore, the consideration of the development of participative (unindifferent) understanding at the three levels – cultural, individual, microgenetic – and their intertwined relations allows us (a) to integrate embodied and bodily forms of knowing into the unit of participative (unindifferent) understanding and (b) to analyze a child’s conceptual development from a holistic perspective.
1. a. The professor draws a graph on the board. b. He walks toward the students with his arm shaking. c. He stands near the students on one side of the board. the sense of what he communicates. The body moves about the hall in lectures, and thereby opens different local fields for the performance of concepts. In fact, the field itself is a contextual constituent of the sense of the concept. In the following episode, the professor is in the process of drawing a temperature–entropy graph of adiabatic demagnetization on which he builds a narrative concerning the third law of thermodynamics.
1a). He draws a horizontal line (the fifth from the right) while uttering “and another one” (line 01). He continues by drawing a vertical line (the sixth from the top) and repeats “and another one” (line 01). The professor’s utterance increases in pitch (base speech frequency), becomes louder (higher in intensity), and becomes faster (higher speech rate). He suggests that the stepwise line approaches the origin of the graph and comes “very, very close to” it (line 02). The 44 CORPOREAL PERFORMANCES professor turns to the right and begins to walk.
