Theresa Schilhab

This concise volume addresses the question of whether or not language, and its structure in literary discourses, determines individuals’ mental "vision," employing an innovative cross-disciplinary approach using readers’ drawings of their mental imagery during reading. The book engages in critical dialogue with the perceived wisdom in stylistics rooted in Roger Fowler’s seminal work on deixis and point of view to test whether or not this theory can fully account for what readers see in their mind's eye and how they see it. The work draws on findings from a study of English and Dutch across a range of literary texts, in which participants read literary text fragments and were then asked to immediately draw representations of what they had seen envisioned. Building on the work of Fowler and more recent theoretical and empirical language-based studies in the area, Klomberg, Schilhab, and Burke argue that models from embodied cognitive science can help account for anomalies in evidence from readers’ drawings, indicating new ways forward for interdisciplinary understandings of individual meaning construction in literary textual interfaces. This book will be of interest to students and scholars in stylistics, cognitive psychology, rhetoric, and philosophy, particularly those working in the field of embodied cognition. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC-) 4.0 license.

Pædagogikhåndbogen beskriver pædagogikkens vidensområde gennem seks tilgange: Pædagogikkens historie (hvad er baggrunden for det skolesyn vi har i dag?) Pædagogisk filosofi (hvad er skolens formål og etiske grundlag?) Pædagogisk sociologi (hvad er skolen sociale virkelighed?) Pædagogisk psykologi (hvad er udvikling, læring og motivation?) Pædagogisk antropologi (hvordan bliver skolens kulturelle mønstre synlige?) Didaktik (hvordan bliver pædagogik til planlægning, gennemførsel og evaluering af undervisning?) Pædagogikhåndbogen præsenterer et vidensgrundlag, som den studerende kan bruge til at reflektere over praksis med. Bogen er tænkt som den studerendes arbejdsredskab gennem hele studiet. Den henvender sig til læreruddannelsen og pædagogiske bachelor-, diplom- og kandidatuddannelser. Pædagogikhåndbogen er et originalt værk, der er sammensat af nyskrevne og reviderede kapitler fra udgivelsen Pædagogikhåndbogen, 1. udgave.

This concise volume addresses the question of whether or not language, and its structure in literary discourses, determines individuals’ mental "vision," employing an innovative cross-disciplinary approach using readers’ drawings of their mental imagery during reading. The book engages in critical dialogue with the perceived wisdom in stylistics rooted in Roger Fowler’s seminal work on deixis and point of view to test whether or not this theory can fully account for what readers see in their mind's eye and how they see it. The work draws on findings from a study of English and Dutch across a range of literary texts, in which participants read literary text fragments and were then asked to immediately draw representations of what they had seen envisioned. Building on the work of Fowler and more recent theoretical and empirical language-based studies in the area, Klomberg, Schilhab, and Burke argue that models from embodied cognitive science can help account for anomalies in evidence from readers’ drawings, indicating new ways forward for interdisciplinary understandings of individual meaning construction in literary textual interfaces. This book will be of interest to students and scholars in stylistics, cognitive psychology, rhetoric, and philosophy, particularly those working in the field of embodied cognition. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC-) 4.0 license.

Hvordan klarer vi at leve, når vi også skal dø? Hvordan klarer vi at dø, når vi også skal leve? Disse spørgsmål er omdrejningspunktet for fortællingen om en ældre kvindes insisteren på at leve og dø med sin kræft uden at modtage behandling. Hun fravælger muligheden for et længere liv, fordi det indbefatter risikoen for et liv på halv kraft. Fortællingen er vinklet om datterens perspektiv som morens bisidder fra start til slut. Den udfolder, hvilke årsager der ligger bag morens valg, og datterens vanskeligheder med at forlige sig med valget. Kunsten at overleve døden handler både om døden og kunsten at overleve døden, når den kommer helt tæt på. Derfor handler den mest af alt om kunsten at leve, fordi vi skal dø. Om forfatterenTheresa Schilhab (f. 1967) er dr.pæd., ph.d., cand.scient., MA og lektor ved Danmarks institut for Pædagogik og Uddannelse ved Aarhus Universitet. Hun har skrevet både fagbøger og forskningsformidling. Kunsten at overleve døden er hendes debut som skønlitterær forfatter.

How does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns from being in the world, how can we conceive of prehistoric dinosaurs, Atlantis, unicorns or even ‘desire’? This book is about how abstract knowledge becomes anchored in direct experiences through well-formed conversations. Within the framework of evolutionary biology and through the lens of contemporary studies in cognitive science, the neurosciences, sociology and anthropology, this book traces topics such as our inborn sensitivity to the environment, bottom-up and top-down processes in knowledge formation and the importance of language when we learn to categorise the world. A major objective of this monograph is to identify the key determinants of the specific interactivity mechanisms that control the cognitive processes while we are linguistically immersed. The emphasis is on real-life interactions in conversations. While the concrete word-object paradigm depends relatively more on direct experiences, the successful acquisition of abstract knowledge depends on the emphatic skills of the interlocutor. He or she must remain sensitive to the level and quality of the imagination of the child while making mental tableaus that are believed to elicit images to which the child associates the concept. Derived embodiment in abstract thought is a landmark synthesis that operationalizes contemporary neuroscience studies of acquisition of knowledge in the real life conversational context. The result is an exciting biology-based contribution to theories of knowledge acquisition and thinking in sociology, cognitive robotics, anthropology and not at least, pedagogy.

Mennesker er fodt til at lAere. Det sker helt naturligt. Nar vi lytter efter nattergalen og prover at skelne dens sang fra skovens andre lyde, lAerer vi ikke kun sangen at kende. Vi erfarer ogsa, hvor nattergalen lever, og hvornar den synger. Og nar vi balancerer pa sten i strandkanten, lAerer vi af bevAegelsen, og mAerker maske iskoldt, hvorfor det er smart at undga de allermest algegronne. LAering sker nemlig altid i samspil med vores omgivelser. Naturlig lAering bygger pa medfodte forudsAetninger og er en ressource, vi kan udnytte i skolen. Bade i den enkelte undervisningstime og i vores organisering af skoledagen. Det fortAeller lAeringsforsker Theresa Schilhab og naturvejleder og lAerer Bo Lindvall i Naturlig lAering. I bogen tager de os med ind i de biologiske forudsAetninger for vores lAering - og ud i den natur, vi er fodt til at lAere i.

How does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns from being in the world, how can we conceive of prehistoric dinosaurs, Atlantis, unicorns or even ‘desire’? This book is about how abstract knowledge becomes anchored in direct experiences through well-formed conversations. Within the framework of evolutionary biology and through the lens of contemporary studies in cognitive science, the neurosciences, sociology and anthropology, this book traces topics such as our inborn sensitivity to the environment, bottom-up and top-down processes in knowledge formation and the importance of language when we learn to categorise the world. A major objective of this monograph is to identify the key determinants of the specific interactivity mechanisms that control the cognitive processes while we are linguistically immersed. The emphasis is on real-life interactions in conversations. While the concrete word-object paradigm depends relatively more on direct experiences, the successful acquisition of abstract knowledge depends on the emphatic skills of the interlocutor. He or she must remain sensitive to the level and quality of the imagination of the child while making mental tableaus that are believed to elicit images to which the child associates the concept. Derived embodiment in abstract thought is a landmark synthesis that operationalizes contemporary neuroscience studies of acquisition of knowledge in the real life conversational context. The result is an exciting biology-based contribution to theories of knowledge acquisition and thinking in sociology, cognitive robotics, anthropology and not at least, pedagogy.

KlassevAerelset er fuld af biologi. Ogsa nar dansk og matematik er pa skemaet. For elever lAerer ikke kun med nAesen i en bog. TvAertimod. Nar de klipper bogstaver i karton eller tegner hvalarter i sand, sAetter de alle sanser i spil. Det er et biologisk kneb til at styrke deres lAering. IsAer nar koncentrationen svigter. Sa er det godt at kende til lAeringens DNA.

Is the body a mere container of learning processes? Or can we, in a productive way, develop an approach to learning that includes learning as a bodily phenomenon? The authors all work with the development or refinement of theories of 'learning bodies', and in this anthology they present the state of the art to anybody with an interest in current scientific discussions about the interplay between body, movement and learning. A full understanding of learning in all its complexity requires that the body is taken into account - regardless of whether we are dealing with the neurological foundations of learning processes, skill acquisition, mental health and illness, aesthetics or the physical setting where the learning takes place. Body, movement and senses (in short: corporeality), provide the necessary experiences for change and development in relation to life-long learning. This anthology presents a range of theoretical approaches to learning; neuroscience, psychiatry, sociology, psychology, phenomenology and pedagogy. By presenting this range of approaches, the anthology raises a central question in the philosophy of science: the need for incorporation of different approaches to achieve further insights. The first section of the book, The learning body, concerns the learning process from a psychological, neuroscience and phenomenological point of view. In part two, The encultured body, gender and aesthetics will be analysed in relation to the body and the community of practice. The third section, The educated body, sheds light on various aspects of the body in educational contexts and different body-related conditions for learning. The anthology is of particular interest to researchers and students of education, development and psychology, and to those interested in body and movement, both biomedical and the relation to social science and the humanities.