Vtelená kognícia, jej filozofické východiská a potenciálny význam pre pedagogiku
Bd.23,Nr.3(2013)
Cieľom príspevku je teoreticky priblížiť teóriu vtelenej kognície, zasadiť ju do širšieho filozofického rámca a uviesť jej potenciálny prínos pre pedagogiku. Príspevok postupuje od ozrejmenia samotného pojmu vtelenie, jeho pôvod vo fenomenológii (M. Merleau-Ponty) i využitie v kultúrnej antropológii (T. J. Csordas). V ďalšej časti sa venujeme filozofickému rámcu, ktorý mal vplyv na teóriu vtelenej kognície a potlačenie dualistického pohľadu na telo a myseľ, ozrejmujeme aspekty vtelenia dotvárajúce obraz vtelenia. V rámci prínosu vtelenej kognície pre súčasnú pedagogiku sa zameriavame na dve oblasti skúmania vtelenej kognície, a to na jazyk a matematiku, ktoré sú považované za prevažne kognitívne a abstraktné koncepty oddelené od tela. Ukázalo sa, že teória vtelenej kognície nedostatočne vysvetľuje to, čo vlastne telo je, a o akom tele sa tu pojednáva. Z uvedeného vyplýva, že v oboch uvádzaných oblastiach (jazyk a matematika) je významnou časťou najmä skúmanie a význam gest a telesnej skúsenosti pre proces chápania abstraktným systémom a učenia. Zistili sme, že prínos vtelenej kognície pre pedagogiku spočíva v orientácii na telesné konanie, aktivitu a vplyv prostredia a telesnej skúsenosti na kogníciu, ktoré uľahčujú proces učenia.
vtelenie; vtelená kognícia; fenomenológia; gestá; matematika; jazyk
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