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T-Space at The University of Toronto Libraries >
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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/29918

Title: Enactive Education: Dynamic Co-emergence, Complexity, Experience, and the Embodied Mind
Authors: Zorn, Diana M.
Advisor: Boler, Megan
Department: Theory and Policy Studies in Education
Keywords: Enactivism
Embodiment
Complexity
Dynamic Systems
Experience
Phenomenology
Embodied Mind
Emergence Theory
Ethics
Philosophy of Emotions
Issue Date: 31-Aug-2011
Abstract: 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.
URI: http://hdl.handle.net/1807/29918
Appears in Collections:Doctoral

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