180005 SE MEi:CogSci Topic-Seminar (2012S)

In this seminar we will investigate the implications of an embodied and situated approach to cognition for our understanding of knowledge. In our daily language we metaphorically conceive of knowledge as a kind of object which can be acquired, transmitted and lost (forgotten). The aim of the seminar is to look at the processes involved in knowledge creation/acquisition, i.e. to understand learning processes as interactions of an agent with its environment (physical, social, etc.) and investigate implications such a mind-set has for educational issues.
The following topic areas will serve as an overall structure to our seminar sessions. Within these participants will be encouraged to specify and follow their own scientific questions for going "into depths";.

In this seminar we will investigate the implications of an embodied and situated approach to cognition for our understanding of knowledge. In our daily language we metaphorically conceive of knowledge as a kind of object which can be acquired, transmitted and lost (forgotten). The aim of the seminar is to look at the processes involved in knowledge creation/acquisition, i.e. to understand learning processes as interactions of an agent with its environment (physical, social, etc.) and investigate implications such a mind-set has for educational issues.
The following topic areas will serve as an overall structure to our seminar sessions. Within these participants will be encouraged to specify and follow their own scientific questions for going into depths.

1.) More than a "learning brain" 1
Traditionally we conceptualise learning as a cognitive process which is happening in the brain/mind of an individual. This perspective neglects the physical dimension of a body behaving over time in a three-dimensional highly structured environment.
Relevant questions are: Which role does the body play in various learning settings? How much does the spatial dimension influence learning? What role do artefacts play, which possibilities for interaction do they provide? What could practical implications of the theoretical considerations look like?

2.) More than a "learning brain" 2
Embodied agents do not only live in a physical world, but are also socially and culturally embedded.
Relevant questions are: Is there a difference between learning alone or together with another person? What role can another person play in an individual's learning process and how does it affect the learning experience? Can we even consider learning processes without considering the cultural nature of human development? What could practical implications of the theoretical considerations look like?

3.) Mindsets 1: Learning as positive experience
The role of emotions for learning success is well documented.
Relevant questions are: How can we motivate people to engage in learning processes/in creative processes? How much is this motivation dependent on personality? Does a playful attitude enhance/facilitate learning processes? What role do emotions play? What could practical implications of the theoretical considerations look like?

4.) Mindsets 2: The difficulty of learning
Learning can be pleasure but it may also be a painful experience, not only, because the subject matter is perceived as dull or difficult. Knowledge may be perceived as troublesome, because it may challenge personal truths or self-perception.
Relevant questions are: How can we conceptualise the different kinds of knowledge involved? How do they correspond to different types of learning or learning strategies? Which competencies help the learner? How do we deal with errors? What could practical implications of the theoretical considerations look like?

5.) Learning spaces
This last topic area can be seen as a transversal to the four topics before, since it can be understood as the space for a thought experiment where practical implications can be the source for a concept for an application in a particular domain of the educational system.
If we conceive of educational systems as learning spaces the relevant questions are: What kind of structures/constraints do learning processes need? How can we create curricula that allow for deep learning? Which didactical methods should we apply? Do we need to rethink the traditional roles of teachers and learners?