Theory of embodiment: cognition and meaning grounded in bodily action and perception, consistent with Montessori's view of mind and movement¶

Theory · All theories
Evidence · 3 claims (3 for) · 2 studies (2 qualitative), q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The theory of embodiment sees meaning and cognition as deeply rooted in physical existence: bodily experience and interaction support systems of thought, and meaning arises through embodied organism-environment interactions. The article connects this to Montessori's view that "mind and movement are parts of the same entity" and her account of the hand exploring and communicating with the brain, arguing that handling Montessori material lets children grasp and touch surfaces, connecting mind with body in learning geometry.

Design Implications¶

Context¶

Requirements¶

• Learners need access to hands-on material and opportunities to touch, trace, and grasp objects for bodily experience to support concept formation.

Constraints¶

• The article states the material itself did not create conditions for learning unless the children also had access to the necessary concepts, such as flat and curved surfaces.

Target Learners¶

• 7- and 8-year-old children in Montessori elementary classrooms

Target Learning Objectives¶

• Understanding geometric shapes and solids through body-based exploration of surfaces and forms

Claims¶

• Owl Game Body Based Experience Needed For Solids [+M]
• A teacher's awareness of why a learning object must be treated in accordance with variation theory and embodiment promotes a more constructive and effective way to direct children's learning [+W]
• Embodied dance improvisation supports physics engagement and sense-making [+W]

Related Theories¶

• Stages of Cognitive Development

Examples¶

• Physical Activity
• Virtual Embodiment
• Movement Based Learning
• Bigger/Smaller/Equal
• Organise Embodied Hands-on and Cognitive Hands-on deliberately according to different learning objectives
• Four modalities of embodied collaboration in shared VR environments
• Use four embodied strategies — gestures, manipulation, body metaphors, and reconstructive eye movements — to ground animation movements in learners' bodies

Key Sources¶

• Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr. doi:10.17161/jomr.v6i1.12051