The Pedagogical Narrative of Embodied Consciousness in the Post-Reductionist Era: The Inseparability of Mind-Body-Environment (MBE)
Subject Areas :
Zeinab Mahdavi
1
(Ferdosi University)
Bakhatiar shabanivaraky
2
(Ferdosi University)
Tahereh Javidi Calate Jaafar Abad
3
(Ferdosi University)
Keywords: : Pedagogical narrative, dualism, eliminative physicalism, neuro-phenomenology, embodied consciousness ,
Abstract :
To 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.
بابایی، بیژن. شعبانی ورکی، بختیار. جاویدی جعفرآبادی، طاهره. و مقیمی، علی. (۱۳۹۶). یادگیری بدنمند: نقد رویکرد عصب پژوهی فلسفی به شناخت و یادگیری. فلسفه تربیت، ۳.
عبدلی، افسانه؛ شعبانی ورکی، بختیار؛ جاویدی کلاته جعفرآبادی، طاهره؛ آهنچیان، محمدرضا (۱۳۹۵). فضای عمومی ماکسین گرین فراتر از حصارهای آموزش‌وپرورش استاندارد. فلسفه تربیت, ۱.
نقیبزاده، میرعبدالحسین. (۱۳۷۴). نگاهی به فلسفه آموزش‌وپرورش. تهران: انتشارات کتابخانۀ طهوری.
نقیبزاده، میرعبدالحسین. (۱۳۷۷). گفتارهایی در فلسفه و فلسفۀ تربیت. تهران: انتشارات کتابخانۀ طهوری.
Battista, J. R. (۲۰۰۳). The Stream of Consciousness, Theoretical Approaches to Consciousness In K. S. S. Pope, Jerome L. (Ed.), The stream of consciousness: Scientific investigations into the flow of human experience, New York & London: Plenum Press.
Battro, A. M., Fischer, K. W., & Léna, P. J. (۲۰۰۸). The educated brain: Essays in neuroeducation. Paper presented at the Mind, Brain, and Education, Nov, ۲۰۰۳, Rome, Italy; This volume has been edited from the papers presented at the aforementioned conference.
Bell, W. (۱۹۹۸). Making people responsible: The possible, the probable, and the preferable. American Behavioral Scientist, ۴۲(۳), ۳۲۳-۳۳۹.
Bhaskar, R., Frank, C., Parker, J., & Høyer, K. G. (۲۰۱۰). Interdisciplinarity and climate change: Transforming knowledge and practice for our global future: Taylor & Francis.
Bibby, C. (۱۹۶۲). TH Huxley: scientist, humanist and educator. Horizon press unniversity.
Biesta, G. J. J., & Miedema, S. (۲۰۰۲). Instruction or pedagogy? The need for a transformative conception of education. Teaching and Teacher Education, ۱۸(۲), ۱۷۳-۱۸۱.
Blackmore, S. J. (۲۰۰۶). Conversations on consciousness: Oxford University Press.
Campbell, K., & Smith, N. J. (۱۹۹۳). Epiphenomenalism. In Routledge Encyclopedia of Philosophy.
Campbell, S. R. (۲۰۱۱). Educational Neuroscience: Motivations, methodology, and implications. Educational philosophy and theory, ۴۳(۱), ۷-۱۶.
Chalmers, D. J. (۱۹۹۵). Facing up to the problem of consciousness. Journal of consciousness studies, ۲(۳), ۲۰۰-۲۱۹.
Chalmers, D. J. (۱۹۹۶). The conscious mind: In search of a fundamental theory: Oxford university press.
Chalmers, D. J. (۲۰۱۰). The character of consciousness: Oxford University Press.
Churchland, P. (۲۰۱۳). Touching a nerve: Our brains, our selves: WW Norton & Company.
Churchland, P. (۲۰۱۹). Conscience: The origins of moral intuition: WW Norton & Company.
Churchland, P. M. (۱۹۹۹). Matter and consciousness: MIT press.
Churchland, P. S. (۱۹۹۴). Can neurobiology teach us anything about consciousness? Proceedings and Addresses of the American Philosophical Association, ۶۷(۴), ۲۳-۴۰.
Churchland, P. S. (۱۹۹۶). The hornswoggle problem. Journal of consciousness studies, ۳(۵-۶), ۴۰۲-۴۰۸.
Churchland, P. S. (۲۰۱۸). Braintrust: What neuroscience tells us about morality: Princeton University Press.
Clark, J. (۲۰۱۵). Philosophy, neuroscience and education. Educational philosophy and theory, ۴۷(۱), ۳۶-۴۶.
Claxton, G. (۲۰۱۵). Intelligence in the flesh: Why your mind needs your body much more than it thinks: Yale University Press.
Coch, D. (۲۰۱۸). Reflections on neuroscience in teacher education. Peabody Journal of Education, ۹۳(۳), ۳۰۹-۳۱۹.
Colombetti, G. (۲۰۱۷). The embodied and situated nature of moods. Philosophia, ۴۵(۴), ۱۴۳۷-۱۴۵۱.
Cosmelli, D., Lachaux, J.-P., & Thompson, E. (۲۰۰۷). Neurodynamical approaches to consciousness. In M.
Damasio, A. (۲۰۰۶). Descartes' Error: Emotion, Reason, and the Human Brain Paperback. New York: Penguin Books.
Davis, R. A., Conroy, J. C., & Clague, J. (۲۰۲۰). Schools as Factories: The Limits of a Metaphor. Journal of Philosophy of Education, ۵۴(۵), ۱۴۷۱-۱۴۸۸.
Depraz, N. (۲۰۰۴). Empathy and Compassion as Experiential Praxis. Confronting Phenomenological Analysis and Buddhist Teachings. In Space, time, and culture (pp. ۱۸۹-۲۰۰): Springer.
Descartes, R. C., John. Williams, Bernard. (۱۹۹۶). Descartes: Meditations on First Philosophy: With Selections from the Objections and Replies: Cambridge University Press.
Dewey, J. (۲۰۰۴). Democracy and education: An introduction to the philosophy of education. Delhi: Aakar Books.
Di, X. (۲۰۲۰). Understanding consciousness for optimal human wellbeing & growth holistically. Educational philosophy and theory, ۱-۱۱.
Dilley, F. B. (۲۰۰۴). Taking consciousness seriously: A defense of Cartesian dualism. International Journal for Philosophy of Religion, ۵۵(۳), ۱۳۵-۱۵۳.
Duncan, C., & Sankey, D. (۲۰۱۹). Two conflicting visions of education and their consilience. Educational philosophy and theory, ۵۱(۱۴), ۱۴۵۴-۱۴۶۴.
Feyerabend, P. K. (۱۹۶۳). Comment: Mental events and the brain. The Journal of Philosophy, ۶۰(۱۱), ۲۹۵-۲۹۶.
Fischer, K. W., Goswami, U., & Geake, J. (۲۰۱۰). The future of educational neuroscience. Mind, Brain, and Education, ۴(۲), ۶۸-۸۰.
Francis, C. (۱۹۹۴). The Astonishing Hypothesis: The Scientific Search for the Soul. New York: Charles ' 'Scribner's Sons.Gallagher, S. (۲۰۰۶). ' 'Where's the action? Epiphenomenalism and the problem of free will. Does consciousness cause behavior, ۱۰۹-۱۲۴.
Gallese, V., & Goldman, A. (۱۹۹۸). Mirror neurons and the simulation theory of mind-reading. Trends in cognitive sciences, ۲(۱۲), ۴۹۳-۵۰۱.
Heidegger, M. (۱۹۶۲). Being and time. Bucknell University Press.
Jackson, F. (۱۹۸۶). What Mary didn't know. The Journal of Philosophy, ۸۳(۵), ۲۹۱-۲۹۵.
Jackson, F. (۲۰۰۴). There's something about Mary: essays on phenomenal consciousness and Frank Jackson's knowledge argument: MIT press.
Lelwica, M. M. (۲۰۰۹). Embodying learning: Post‐Cartesian pedagogy and the academic study of religion. Teaching Theology & Religion, ۱۲(۲), ۱۲۳-۱۳۶.
Lutz, A., Dunne, J. D., & Davidson, R. J. (۲۰۰۶). Meditation and the neuroscience of consciousness: An introduction. In Philip David Zelazo, Morris Moscovitch, & E. Thompson. (Eds.), The Cambridge handbook of consciousness (Vol. ۱۹): Cambridge University Press.
Lukes, S. (۲۰۰۵). Power: A radical view: Macmillan International Higher Education.
Macfarlane, B. (۲۰۱۵). Dualisms in higher education: A critique of their influence and effect. Higher Education Quarterly, ۶۹, ۱۰۱-۱۱۸.
Maturana, H. R., & Varela, F. J. (۱۹۹۱). Autopoiesis and cognition: The realization of the living (Vol. ۴۲): Springer Science & Business Media.
Maturana, H., & Verden-Zöller, G. (۲۰۱۲). The origin of humanness in the biology of love (P. Bunnell Ed.): Andrews UK Limited.
Orwell, G. (۱۹۸۲). Nineteen eighty-four: Buccaneer Books.
Ouspensky, P. D. i. a. n. (۱۹۷۹). Conscience: The search for truth: Routledge & Kegan Paul.
Peter, C. J., Hamzah, R., & Udin, A. (۲۰۱۱). The Impact of Dualism in Education on Sustainable Development Through TVET. Journal of Edupres, ۱, ۲۳-۲۸.
Quine, W. V. O. (۱۹۶۰). Word and object (Studies in Communication). New York and London: Tech-nology Press of MIT.
Raible, W. (۲۰۰۳). Language and consciousness. Paper presented at the Exploring Consciousness. Humanities, Natural Science, Religion, Milano: Fondazione Carlo Erba.
Revonsue, A. (۲۰۱۰). Consciousness, the science of subjectivity. New York: Psychology press.
Robinson, H. (۱۹۸۲). Matter and sense: a critique of contemporary materialism: Cambridge University Press.
Robinson, W. S. (۲۰۱۰). Epiphenomenalism. Wiley Interdisciplinary Reviews: Cognitive Science, ۱(۴), ۵۳۹-۵۴۷.
Rorty, R. (۱۹۶۵). Mind-body identity, privacy, and categories. The Review of Metaphysics, ۲۴-۵۴.
Schmalzl, L., Crane-Godreau, M. A., & Payne, P. (۲۰۱۴). Movement-based embodied contemplative practices: definitions and paradigms. Frontiers in Human Neuroscience, ۸, ۲۰۵.
Schwartz, M. S., Hinesley, V., Chang, Z., & Dubinsky, J. M. (۲۰۱۹). Neuroscience knowledge enriches pedagogical choices. Teaching and Teacher Education, ۸۳, ۸۷-۹۸.
Sellars, W. (۱۹۵۶). Empiricism and the Philosophy of Mind. Minnesota studies in the philosophy of science, ۱(۱۹), ۲۵۳-۳۲۹.
Shabani Varaki, B.., & Javidi Jafarabadi, T. K. Educational Research Methodology Inspired by the Theory of Enactation, ۱۴۲-۱۵۶.
Shapiro, L., & Stolz, S. A. (۲۰۱۹). Embodied cognition and its significance for education. Theory and Research in Education, ۱۷(۱), ۱۹-۳۹.
Sheppard, S. L. (۲۰۰۱). Does mind matter? Education and conceptions of mind. Educational Theory, ۵۱(۲), ۲۴۳.
Strollo, M. R. (۲۰۱۸). Neurophenomenology of education: Franco Angeli Riviste SRL.
Strub, H. (۱۹۸۹). The theory of panoptical control: Bentham's panopticon and Orwell's Nineteen Eighty‐Four. Journal of the History of the Behavioral Sciences, ۲۵(۱), ۴۰-۵۹.
Thomas, M. S., Ansari, D., & Knowland, V. C.. (۲۰۱۹). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, ۶۰(۴), ۴۷۷-۴۹۲.
Thompson, E. (۲۰۰۱). Empathy and consciousness. Journal of consciousness studies, ۸(۵-۶), ۱-۳۲.
Thompson, E. (۲۰۰۵). Sensorimotor subjectivity and the enactive approach to experience. Phenomenology and the cognitive sciences, ۴(۴), ۴۰۷-۴۲۷.
Thompson, E. (۲۰۰۶). Neurophenomenology and Contemplative Experience. In P. Clayton (Ed.), The Oxford Handbook of Science and Religion, Oxford university press.
Thompson, E. (۲۰۰۷). Mind in life: Biology, phenomenology, and the sciences of mind. Cambridge, MA, US: Belknap Press/Harvard University Press.
Varela, F. (۱۹۷۹). Principles of biological autonomy.
Varela, F. J. (۱۹۹۶). Neurophenomenology: A methodological remedy for the hard problem. Journal of consciousness studies, ۳(۴), ۳۳۰-۳۴۹.
Varela, F. (۱۹۹۷). The Emergent Self. In J. Brockman & A. Dally (Eds.), The third culture: Beyond the scientific revolution (Vol. ۳۵, pp. ۱۱۱).
Varela, F. J. (۱۹۹۹). The specious present: A neurophenomenology of time consciousness. In J. Petitot, F. J. Varela, & J.-M. R. B. Pachoud (Eds.), Naturalizing phenomenology: Issues in contemporary phenomenology and cognitive science: Stanford University.
Varela, F. J. (۱۹۹۹). The specious present: A neurophenomenology of time consciousness.
Varela, F. J., Thompson, E., & Rosch, E. (۲۰۱۶). The embodied mind: Cognitive science and human experience: MIT press.
Vargas, E., Canales-Johnson, A., & Claudio, B. (۲۰۱۳). Francisco Varela's neurophenomenology of time: temporality of consciousness explained? Actas espanolas de psiquiatria , ۴۱(۴), ۲۵۳-۲۶۲.
Weber, M. (۱۹۶۴). The theory of social and economic organization: free press.
Zorn, D. M. (۲۰۱۱). Enactive education: Dynamic co-emergence, complexity, experience, and the embodied mindA thesis for the degree of Doctor of Philosophy. Graduate Department of Theory and Policy Studies Ontario Institute for Studies in Education. University of Toronto.
