ENACTIVE EDUCATION DYNAMIC CO EMERGENCE COMPLEXITY

Enactive Education Dynamic Co Emergence Complexity-Free PDF

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ENACTIVE EDUCATION DYNAMIC CO EMERGENCE COMPLEXITY. EXPERIENCE AND THE EMBODIED MIND,Doctor of Philosophy 2011. Diana M Zorn,Graduate Department of Theory and Policy Studies. Ontario Institute for Studies in Education,University of Toronto. The potential of a broad enactive approach in education has yet to be realized. This thesis contributes to the development of a well rounded enactive educational. theory and practice This thesis argues that a broad enactive perspective has the. potential to challenge reframe and reconfigure problems issues and practices in. education in ways that improve teaching learning and research communities It. establishes that a broad enactive approach as a theory of embodied mind a dynamic co. emergence theory and a method of examining human experience helps to realize the. meaning scope and potential of enactive education It takes as its point of departure. Dewey s broad enactive philosophy of mind cognition embodiment experience and. dynamic co emergence It shows through an examination of an actual public classroom. encounter that a broad enactive approach has the potential to reconfigure. responsibility ethics and justice in education It demonstrates using a case study of the. enactment of impostor feelings in higher education how a broad enactive approach to. education as the potential to reconfigure teaching learning and research practices. ACKNOWLEDGEMENTS, Embarking on this thesis was as Pema Ch dr n 1997 observed like getting. into a very small boat and setting out on the ocean to search for unknown lands p 1. To paraphrase Ch dr n like all explorers I was drawn to discover what s waiting out. there without knowing yet if I had the courage to face it The help of skilled and caring. people around me gave me the strength and courage to take this journey. I would not have had the courage to face the challenging and inspiring. difficulties of this thesis without the expertise guidance and support of the members of. my thesis committee I would specially like to thank Dr Megan Boler my supervisor. whose selfless sharing of her skills and knowledge encouragement and mentoring. fuelled my enthusiasm to explore further and inspired and guided me through to the. completion of this thesis Her belief in me and my ability made this journey possible. I also wish to thank my other committee members Drs Jim Garrison and Joyce. Mgombelo for their expertise support helpful discussions and numerous detailed. insightful comments and feedback during the thesis process Thanks also to Dr Brent. Davis for bringing his expertise to reading the entire final version of my thesis and for. helpfully calling attention to several places where my arguments could be improved. Writing this thesis mobilized and coordinated virtually every aspect of me No. one has given me more encouragement aid and love through this difficult and long. process than Brent J Arnold my husband The love and gratitude that I feel for him is. boundless In addition to his tireless patience with my long periods of self absorption. while struggling with this thesis he also lovingly engaged in discussions on a wide. variety of topics related to this thesis and generously gave me advice on the writing. process I cannot imagine having written this thesis without him. I also express deep gratitude to Eugene and Anne Zorn my parents Irene Zorn. my sister Donna and Ross Arnold and my dear friends Sheena Macrae Jackie. MacVarish and Jonathan Freedman They have had to share in the life of this. tumultuous thesis and have given support in ways too numerous to detail. TABLE OF CONTENTS,ABSTRACT II,ACKNOWLEDGEMENTS III.
LIST OF TABLES VIII, INTRODUCTION THE NEED FOR A PROMISING WELL ROUNDED ENACTIVE. EDUCATIONAL THEORY AND PRACTICE 1, PART I THE ENACTIVE APPROACH IN EDUCATIONAL THEORY 7. CHAPTER 1 ORIGINS AND CORE OF THE ENACTIVE APPROACH 8. 1 A Theory of Mind 9,1 1 Cognitivism 10,1 2 Connectionism 13. 1 3 Embodied Dynamicism 15,2 A Method of Examining Experience 17. 2 1 Western Traditions Continental European Phenomenology 18. 2 2 Eastern Traditions Buddhist Psychology 25,3 Theory of Emergence 33.
4 Core of the Enactive Approach 37,4 1 The Broad Enactive Perspective 40. 4 1 1 The embodiment thesis 42,4 1 2 The emergence thesis 43. 4 1 3 The self other co determination thesis 46,5 Conclusion 48. CHAPTER 2 THE ENACTIVE APPROACH IN EDUCATION UNDERSTANDING. THE PROBLEM SPACE OF COMPLEXITY THEORY 50,1 The Enactive Approach in Education 51. 1 1 The Broad Enactive Perspective 52,1 1 1 Cognition and knowledge 53.
1 1 2 Pedagogy 60,1 1 3 Qualitative research 63,1 1 4 Curriculum 75. 1 1 5 Experiential learning 81,1 1 6 Professional learning 82. 1 2 The Narrow Complexity Theory View 83,1 2 1 Curriculum 87. 1 2 2 Pedagogy 89,1 2 3 Educational research 90,1 2 4 Epistemologies of schooling 92. 1 2 5 Ethics 93,2 The Problem Space of the Received View 94.
2 1 The Complexity Heritage 94,2 2 The Problem Space of the Received View 101. 2 2 1 Personal subjectivities criticism 103,2 2 2 Justice and right action challenge 104. 2 2 3 Power objection 106, 2 2 4 Reinscribing dualisms in language criticism 108. 3 Concluding Remarks 109,CHAPTER 3 DEWEY S BROAD ENACTIVE APPROACH 110. 1 Perception as Embodied Action 111,1 1 Descartes Dualism 111.
1 2 Argument for the Unity of Activity 120, 1 2 1 Inseparability of perception and movement 121. 1 2 2 Perceptually guided action 121,1 3 Embodied Action 124. 2 Cognition and Mind 128, 2 1 Experience The Empirical Situation and the Lived Body 128. 2 2 Data Evidence 133,2 3 Ideas Inference 134,2 4 Solutions Applying Ideas 135. 2 5 Inquiry 136, 3 Dewey s Phenomenological Postulate and the Meaning of Experience 138.
4 Dewey s Embodiment Thesis A Solution to the Mind Body Problem 140. 4 1 The Direct Lived Quality of Experience 141,4 2 The Temporal Quality of Experience 151. 4 2 1 Dynamics 151,4 2 2 Co emergence 155,5 Concluding Remarks 158. PART II ENACTIVE RECONFIGURATIONS OF EDUCATIONAL PRACTICES 160. CHAPTER FOUR POTENTIAL OF A BROAD ENACTIVE APPROACH. RECONFIGURING THE PROBLEM SPACE OF COMPLEXITY THEORY IN. EDUCATION 161, 1 Opportunities Arise When Things Fall Apart The Yelling Student Incident 161. 2 Review of Problem Space of Complexity Heritage 163. 3 Overview of My Argument 166, Section 1 Enactive Reply to Justice and Right Action Objection Towards an. Enactive Ethics 167, 1 1 Outline of Justice and Right Action Objection 168.
1 2 The Yelling Student Incident Seen from the Perspective of Traditional Ethics 171. 1 2 1 A Reply to Possible Straw Man Objection 172, 1 2 2 Traditional Ethics Gives Rise to Moral Paralysis and Social Resistance 175. 1 2 2 1 Utilitarianism 177,1 2 2 2 Kantianism 181,1 2 2 3 Distributive justice 184. 1 2 2 4 Libertarianism 186, 1 2 3 Corollaries of the Primacy of the Cognitive Linguistic Self in Traditional. Ethics 188, 1 2 3 1 Focus on the individual rather than community or interbeing 188. 1 2 3 2 Conflates ethical judgment and behaviour 192. 1 2 3 3 Conflates moral responsibility and blameworthiness 194. 1 2 3 4 Traditional ethics hinders development of ethical skills 195. 1 3 The Yelling Student Incident As Seen From an Enactive Perspective 197. 1 3 1 Developing Skills of Immediate and Spontaneous Coping 199. 1 3 2 Development of Collectivized Engagement Skills 203. 1 3 3 Developing Mindfulness Awareness Skills 208,1 3 3 1 Attention to felt sense 208.
1 3 3 2 Mindfulness as a distinctive attentional strategy 210. 1 3 3 3 Somatic experiencing 212, Section 2 Enactive Reply to the Personal Agency Objection Enactive Activity as. Embodied Intersubjectivity 215,2 1 Summary of the Personal Agency Objection 216. 2 2 1 Dewey s Theory Functional Trans Action as Enactive Activity 217. 4 Concluding Remarks 241, CHAPTER 5 INTERTWINING THEORY AND PRACTICE IN ENACTIVE. EDUCATION AN ENACTIVE CASE STUDY OF THE IMPOSTOR,PHENOMENON 243. SECTION 1 245, 1 1 The Need for a Plausible Conception of the Impostor Phenomenon 245.
1 1 1 The Intrapersonal Individual Definition 249,1 1 2 Interpersonal Social Definition 255. 1 1 3 Cultural Interactionist Approach 259, 1 2 The Need for Adequate Assessment and a Practicable Response 273. 1 2 1 Inadequate Measurement Tools 274,1 2 2 Inadequate Treatment Methods 282. SECTION 2 283, 2 1 Toward an Enactive Approach to the Impostor Phenomenon 283. 2 2 An Enactive Explanatory Framework with Hypothesis 284. 2 3 Impostor Phenomenon As a Dynamic Habitus Signature 292. 2 4 Concluding Remarks 323, CONCLUSION WHY TEACHING AND LEARNING AREN T IN THE HEAD 325.
REFERENCES 328,LIST OF TABLES,Table 1 Dewey s Four Phases of Thinking 129. INTRODUCTION,THE NEED FOR A PROMISING WELL ROUNDED ENACTIVE. EDUCATIONAL THEORY AND PRACTICE, Enaction is a growing paradigm in education in the nearly two decades since the. publication of Varela Thompson and Rosch s 1991 celebrated book The Embodied. Mind Cognitive Science and Human Experience The enactive approach has helped to put. self organization emergence complexity autopoiesis nonlinearity dynamical systems. theory and a new conception of embodiment experience and ethics at the forefront of. educational theory research and pedagogy However current formulations of enactive. education may not be promising This may seem strange since enactivism with its. examination of the dynamic co emergence of human subjectivity and world and study. of intertwining of embodied cognition emotion and experience seems to be a. particularly promising arena for understanding teaching and learning for addressing. unresolved problems in educational theory and practice. The problem is that the enactive approach in education is currently limited by a. narrow focus on emergence complexity and dynamic systems However a broad. enactive perspective in education has the potential to fundamentally rethink the ideas. of teaching learning curriculum leadership epistemologies and the purposes of. schooling My aim in this two part thesis is to contribute to the development of a well. rounded broad enactive theory and practice My goal is to propose a broad enactive. perspective that has the potential to challenge reframe and reconfigure problems. issues and practices in education in ways that improve teaching learning and research. communities, The descriptive and prescriptive goals of my thesis mirror the intertwining of a. theoretical and practical focus As seen through a descriptive lens this thesis chronicles. the ways that the idea of enaction was taken up into scholarly conversations concerning. educational theory qualitative research pedagogy curriculum leadership. epistemologies and schooling I describe the foundations origins and theoretical roots. of the enactive approach in a cognitive scientific theory of embodied mind dynamical. nonlinear systems and complexity theory and two phenomenological traditions of. direct experience continental European philosophy and the Buddhist discipline of. mindfulness awareness I outline the two historical phases of the enactive approach in. education broad and narrow or focused I explain how the first broad enactive phase. in enactive education is founded on all three of the theoretical foundations of enactive. philosophy embodied mind dynamic co emergence and a method of examining. human experience I analyze Dewey s philosophy as a comprehensive example of broad. enactive theory view of mind cognition embodiment experience and dynamic co. emergence I show that the second narrow approach is focused on complexity and. dynamic systems theory the dynamic co emergence aspect of enactive philosophy I. give an account of how the narrow complexity phase came to be the dominant. inherited view of the enactive approach in education. As seen through a prescriptive lens my thesis is a call to move beyond a narrow. complexity heritage that focuses on complexity and teaching and learning as emergent. phenomenon My practical aim is to show that an enactive approach to education. makes sense across a range of normative moral and political issues that philosophers of. education have sought to deal with In a prescriptive sense my thesis aims to show that. a broad enactive approach can account for personal subjectivities justice and ethics. At this point I think it would be helpful if I gave the reader an outline of the. thesis chapter by chapter Part I of this thesis Chapters 1 2 and 3 outlines the theory. of the enactive approach in philosophy and examines the foundations origins and. history of the enactive approach in education, Chapter 1 provides background reasoning for the arguments in Chapter 2.
Chapter 1 concludes that understanding the broad enactive approach as a theory of. embodied mind a dynamic co emergence theory and a method of examining human. experience helps to realize the meaning scope and potential of enactive education. Chapter 1 s first premise is that the broad enactive view is a theory of embodied mind a. dynamic co emergence theory and a method of examining human experience The. second premise is that the broad enactive approach has its roots in embodied. dynamicism a cognitive scientific theory of mind dynamical nonlinear systems and. complexity theory and two phenomenological traditions of direct experience. continental European philosophy and the Buddhist discipline of mindfulness. ENACTIVE EDUCATION DYNAMIC CO EMERGENCE COMPLEXITY EXPERIENCE AND THE EMBODIED MIND Doctor of Philosophy 2011 Diana M Zorn Graduate Department of Theory and Policy Studies Ontario Institute for Studies in Education University of Toronto ABSTRACT The potential of a broad enactive approach in education has yet to be realized

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