Publication 8011

Macrine S. L. & Fugate J. M. B. (2022) Conclusion. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 307–316. Fulltext at
Excerpt: We believe this volume will help current and future educators and practitioners in grounding the seminal metaphor of mind as an embodied system, which will be essential in advancing integrated and interdisciplinary approaches for effective embodied teaching and learning pedagogy. Since this is an initial foray into a cross-discipline compilation of scientific evidence supporting embodied learning, we excitedly await further research and the development of additional pedagogical applications. We also anticipate embodied cognition’s future for changing the way we teach and learn through its incorporation it in curriculum design, technology, teacher education programs, education psychology courses and textbooks, and special education. Embodied cognition’s learning principles, described in this collection, are also relevant when we consider other interested groups, such as policy-makers, textbook publishers, and the general public whose learning is also required for educational practice to change. We invite researchers and stakeholders across the disciplines to engage in Translational Learning Sciences Research (Macrine & Fugate, 2021) to effectively and efficiently get research findings out to the educational community. Ultimately, the continued development of embodied cognition’s pathways will contribute to the advancement of translating the research findings to embodied learning and into practice. In sum, Movement Matters offers educational practitioners, scholars, and researchers a look at the untapped potential of embodied cognition applied to education, pedagogy, and teaching to help students reach their full potential. We encourage others to research, investigate, and explore approaches and applications of embodied learning – and the science behind it.


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