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Direct linkWang, Mei-qian; Zheng, Xu-dong – Educational Philosophy and Theory, 2018
The disembodiment of cognitive science has resulted in curricula with disembodied concepts and practice. The emergence of the embodied cognitive science provoked public reflections on the nature of the curriculum. This has elevated the body from the "peripheral" position to the "central" position, acting as the subject in…
Descriptors: Curriculum Development, Social Development, Cognitive Science, Reflection
