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Relevant bibliographies by topics / Enactive pedagogy

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Journal articles

Academic literature on the topic 'Enactive pedagogy'

Author: Grafiati

Published: 15 May 2023

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Journal articles on the topic "Enactive pedagogy"

1

van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. "Critical ontology for an enactive music pedagogy." Action, Criticism, and Theory for Music Education 15, no. 5 (2016): 81–121. http://dx.doi.org/10.22176/act15.5.81.

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Laroche, Julien, and Ilan Kaddouch. "Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations." Journal of Pedagogy 5, no. 1 (2014): 24–47. http://dx.doi.org/10.2478/jped-2014-0002.

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Abstract Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007).

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3

Corintha, Isabela, and Giordano Cabral. "Improvisation Pedagogy: An Epistemological Perspective of the 4‘E’ Model within Digital Musical Instruments." Revista Vórtex 10, no. 1 (2022): 7. http://dx.doi.org/10.33871/23179937.2022.10.1.7.

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Recent years have witnessed the appearance of many new digital musical instruments (DMIs) and other interfaces for musical expression (NIME). This paper highlights a well-established music educational background theory that we believe may help DMI developers and users better understand DMIs in the context of music cognition and education. From an epistemological perspective, we present the paradigm of enactive music cognition related to improvisation in the context of the skills and needs of 21st century music learners. We hope this can lead to a deeper insertion of DMIs into music education,

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4

Kiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (2012): 82–95. http://dx.doi.org/10.7202/1012742ar.

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This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and so

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Videla-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.

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Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedago

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6

Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (2018): 72. http://dx.doi.org/10.3390/bs8080072.

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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education

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7

Gedeon, Steven A., and Dave Valliere. "Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes." Entrepreneurship Education and Pedagogy 1, no. 4 (2018): 272–303. http://dx.doi.org/10.1177/2515127418795308.

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Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predi

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8

Casiro, Oscar, and Glenn Regehr. "Enacting Pedagogy in Curricula." Academic Medicine 93, no. 2 (2018): 179–84. http://dx.doi.org/10.1097/acm.0000000000001774.

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9

Shin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.

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10

Scheckel, Martha M., and Pamela M. Ironside. "Cultivating interpretive thinking through enacting narrative pedagogy." Nursing Outlook 54, no. 3 (2006): 159–65. http://dx.doi.org/10.1016/j.outlook.2006.02.002.

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