Making Sense Through Hands Design And Craft Practice Analysed As Embodied Cognition
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Making Sense Through Hands. Design and Craft Practice Analysed as Embodied Cognition
This thesis reflects on the practical, philosophical and psychological concerns of how designers and craft practitioners make sense of materials and making through their hands.00The main research question:?How do design and craft practitioners think through their hands?? is studied through empirical research in the form of three craft and design-based case studies, using practice-led, ethnographic and auto-ethnographic methods. The results point to the embodied knowledge and emotions related to tactual interaction with materials that were important informants during designing and making, especially in the many aspects of decision-making processes that the design or crafts practitioner goes through.
Craft and Design Practice from an Embodied Perspective
Author: Nithikul Nimkulrat
language: en
Publisher: Taylor & Francis
Release Date: 2024-07-01
This book brings together contributors from multiple disciplines, such as crafts, design, art education, cognitive philosophy, and sociology, to discuss craft and design practice from an embodied perspective. Through theoretical overviews of embodied cognition and research-based cases that involve the researchers’ making experiences, different phenomena of human‐material interaction are presented, analysed, and discussed. The practical cases exemplify ways in which embodied notions show up in action. Contributors examine topics such as the embodied basis of craft activities and material manipulation, experiential knowledge and skill learning, reflection in and on action, and material dialogues. Several chapters specifically discuss the hybrid forms of analogue and digital crafting that increasingly takes place in the field of crafts and design, and the changed notions of material engagement that this entails. The book will appeal to scholars of crafts, design, art education, anthropology, and sociology. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Embodied Learning and Teaching Using the 4E Cognition Approach
This book operationalises the new field—EmLearning—that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended. Chapters highlight empirical data, providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly and suggesting a fundamental change to the way learning, education, and curriculum design are viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices. Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of use to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.