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Year 2020, Volume: 1 Issue: 1, 55 - 65, 31.03.2020

Abstract

Embodied Cognition and Critique of Cartesian Dualism in Design Learning

Year 2020, Volume: 1 Issue: 1, 55 - 65, 31.03.2020

Abstract

This research explores the relationship between mind and body in the design learning environment. The research focuses on design learning, embodied cognition, mind-body relationship and Cartesian dualism. In the research, the role of embodied cognition in design learning process is drawn attention. The traditional mind-body dualism of Cartesian theory is criticized by embodied cognition in design learning. In the design learning process, it is pointed out that the mind-body dualism of the Cartesian theory becomes dysfunctional. In this research, the concept of reflection-in-action is considered as a type of design learning. It is explained how the epistemological origins of this concept reject Cartesian theory. In this research, mind-body-environment harmony and embodied cognition which are used in reflection-in-action, is explained as the solution of the design problem which has an ‘ill-defined’ problem type. As a result of the research, the importance of mind-body-environment harmony in design learning process is emphasized. Moreover, it is pointed out that the embodied cognition which occurs with this harmony is an important parameter in the design learning process. Finally, it is possible to conclude that in design learning process, embodied cognition rejects Cartesian dualism, and thus the distinction between theory and practice.

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Details

Primary Language English
Subjects Architecture
Journal Section Discussion Article
Authors

Gizem Yazıcı 0000-0003-1230-6704

Publication Date March 31, 2020
Submission Date February 4, 2020
Published in Issue Year 2020 Volume: 1 Issue: 1

Cite

APA Yazıcı, G. (2020). Embodied Cognition and Critique of Cartesian Dualism in Design Learning. International Journal of Education in Architecture and Design, 1(1), 55-65.
AMA Yazıcı G. Embodied Cognition and Critique of Cartesian Dualism in Design Learning. IJEAD Education in Architecture and Design. March 2020;1(1):55-65.
Chicago Yazıcı, Gizem. “Embodied Cognition and Critique of Cartesian Dualism in Design Learning”. International Journal of Education in Architecture and Design 1, no. 1 (March 2020): 55-65.
EndNote Yazıcı G (March 1, 2020) Embodied Cognition and Critique of Cartesian Dualism in Design Learning. International Journal of Education in Architecture and Design 1 1 55–65.
IEEE G. Yazıcı, “Embodied Cognition and Critique of Cartesian Dualism in Design Learning”, IJEAD Education in Architecture and Design, vol. 1, no. 1, pp. 55–65, 2020.
ISNAD Yazıcı, Gizem. “Embodied Cognition and Critique of Cartesian Dualism in Design Learning”. International Journal of Education in Architecture and Design 1/1 (March 2020), 55-65.
JAMA Yazıcı G. Embodied Cognition and Critique of Cartesian Dualism in Design Learning. IJEAD Education in Architecture and Design. 2020;1:55–65.
MLA Yazıcı, Gizem. “Embodied Cognition and Critique of Cartesian Dualism in Design Learning”. International Journal of Education in Architecture and Design, vol. 1, no. 1, 2020, pp. 55-65.
Vancouver Yazıcı G. Embodied Cognition and Critique of Cartesian Dualism in Design Learning. IJEAD Education in Architecture and Design. 2020;1(1):55-6.