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1、11EmbodimentandEmbodiedDesignDorAbrahamson&RobbLindgren1.IntroductionPicturethis.Apreverbalinfantstraddlesthecenterofaseesaw.Shegentlytiltsherweightbackandforthfromonesidetotheother,sensingaseachsidetipsdownwardandthenbackupagain.Thischildcannotarticulateherobservationsinsimplewords,letaloneinsci
2、entificjargon.Canshelearnanythingfromthisexperience?Ifso,whatisshelearning,andwhatrolemightsuchlearningplayinherfutureinteractionsintheworld?Ofcourse,thisisanonverbalbodilyexperience,andanylearningthatoccursmustbebodily,physicallearning.Butdoesthisnonverbalbodilyexperiencehaveanythingtodowiththes
3、ortoflearningthattakesplaceinschools—learningverbalandabstractconcepts?Inthischapter,wearguethatthebodyhaseverythingtodowithlearning,evenlearningofabstractconcepts.Takemathematics,forexample.Mathematicalpracticeisthoughttobeaboutproducingandmanipulatingarbitrarysymbolicinscriptionsthatbearabstrac
4、t,universaltruismsuntaintedbyhumancorporeality.Mathematicsisthoughttoepitomizeourspecies’collectivehistoricalachievementoftranscendingand,perhaps,escapingthemundane,materialconditionofhavingabodygovernedbyhaphazardterrestrialcircumstance.Surelymathematicsisdisembodied!Werejectthiscommonlyheldview
5、andargueinsteadthatallschoolsubjects,evenmathematics,areembodied.AnembodiedperspectiverejectsthePlatonicnotionofmathematicalobjectsasidealentitieswhosemereshadowsusmortalsmighthopetoapprehend.Furthermore,thisperspectivepromotesanepistemologicalconceptualizationofmathematics,andinfactallSTEMconten
6、t,asgroundednotinitssignsystemsandinscriptionalforms(whichclearlyarepivotaltoitspractice)butinthesituated,spatial–dynamical,andsomaticphenomenologyofthepersonwhoisengaginginactivitymarkedbysocietyas“mathematical.”WeargueevenmorestronglythatfundamentalSTEMknowledgeisitselfshapedbytheembodiednature
7、ofthehumanmind.Theobjectiveofthischapteristooutlinetheembodimentapproach,explainhowitcontributestoourunderstandingoflearning,andproposeandexemplifyhowthisunderstandinginformsthedesignofSTEMlearningenvironments.2.Princi
