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180147 SE MEi:CogSci Topic-Seminar (2021S)
Mind the Body!
Continuous assessment of course work
Labels
REMOTE
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 10.02.2021 08:00 to Th 25.02.2021 23:59
- Deregistration possible until We 31.03.2021 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Fr. 5.3.2021 9-12h: Introduction session
Fr. 19.3.2021 9-12h: Embodiment & Phenomenology I
Fr. 26.3.2021 9-12h: Embodiment & Phenomenology II
Fr. 16.4.2021 9-12h: Affectivity and Intersubjectivity
Fr. 30.4.2021 9-12h: Applications I: Thinking & Moving
Fr. 7.5.2021 9-12h: Applications II.: Therapeutical Approaches
Fr. 11.6.2021 9-12h: Applications III: Interacting with Tools/Technology
Fr. 25.6.2021 9-12h: Final Session
- Friday 05.03. 09:00 - 12:00 Digital
- Friday 19.03. 09:00 - 12:00 Digital
- Friday 26.03. 09:00 - 12:00 Digital
- Friday 16.04. 09:00 - 12:00 Digital
- Friday 30.04. 09:00 - 12:00 Digital
- Friday 07.05. 09:00 - 12:00 Digital
- Friday 11.06. 09:00 - 12:00 Digital
- Monday 28.06. 09:00 - 12:00 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
Seminar paper, presentation/workshop, participation in discussions (in online seminar sessions, as well as in the moodle forum)
Online presence in seminar sessions is required.
Online presence in seminar sessions is required.
Minimum requirements and assessment criteria
Minimum requirements:
Online attendance & active participation in the seminar (you can miss one session)
reading & preparing compulsory literature for each session (posting questions on each text in the discussion forum); 6 reports on compulsory reading following criteria announced online in the moodle course (due: Mo. evening before the respective session)
presentation/moderation of a (part of a) session (interactive part + theoretical background based on literature you found (that can include the compulsory literature)) individually or in a group (depends on number of students)
suggestion for topic/phenomenon by March 23 (presentation concept: latest on April 15)
reflection paper (6-8 page): due July 24, 2021Assessment Criteria:
active participation (in class and in the discussion forum) & 6 reports on literature make 40% of the grade
presentation 30 %
reflection paper (6-8 pages) 30%The automated plagiarism check software Turnit in will be used in this course.
* By registering for this course, you agree that the automated plagiarism check software Turnitin will check all written performances submitted by you (in Moodle).
Online attendance & active participation in the seminar (you can miss one session)
reading & preparing compulsory literature for each session (posting questions on each text in the discussion forum); 6 reports on compulsory reading following criteria announced online in the moodle course (due: Mo. evening before the respective session)
presentation/moderation of a (part of a) session (interactive part + theoretical background based on literature you found (that can include the compulsory literature)) individually or in a group (depends on number of students)
suggestion for topic/phenomenon by March 23 (presentation concept: latest on April 15)
reflection paper (6-8 page): due July 24, 2021Assessment Criteria:
active participation (in class and in the discussion forum) & 6 reports on literature make 40% of the grade
presentation 30 %
reflection paper (6-8 pages) 30%The automated plagiarism check software Turnit in will be used in this course.
* By registering for this course, you agree that the automated plagiarism check software Turnitin will check all written performances submitted by you (in Moodle).
Examination topics
Reading list
Introduction session (5.3.2021 9-12h):
- Sheets-Johnstone, M. (2015). Embodiment on trial: a phenomenological investigation. Continental Philosophy Review, 48 (1), 23–39.
- Vignemont, F. de (2018) Mind the Body. An Exploration of Bodily Self-Awareness. Oxford University Press, Oxford. pp. 1-10 (Introduction)Embodiment & Phenomenology I (19.3.2021 9-12h):
- Thompson, E. (2007) Mind in Life: Biology, Phenomenology, and the Sciences of Mind. Harvard University Press, Cambridge. pp. 3-36:
- Chapter 1. Cognitive Science and Human Experience
- Chapter 2. The Phenomenological Connection
- Vörös, S., & Gaitsch, P. (2016). The Horizons of Embodiment. In S. Vörös & P. Gaitsch (Eds.), Phainomena (Ljubljana) (Vol. XXV, pp. 5–23).Embodiment & Phenomenology II (26.3.2021 9-12h):
- Gallagher, S. (2014) Phenomenology and embodied cognition In The Routledge Handbook of Embodied Cognition. Ed. L. Shapiro, NY: Oxford University Press, New York, pp. 9–18.
- Blanke, O. (2012). Multisensory brain mechanisms of bodily self-consciousness. Nature Reviews Neuroscience, 13 (8), 556–571.Affectivity and Intersubjectivity (16.4.2021 9-12h):
- Giovanna Colombetti (2017). The Feeling Body. Affective Science meets the Enactive Mind. MIT Press.
- Introduction., xii-xviii
- Chapter 1. Primordial Affectivity., 1-24
- Chapter 5. How the Body Feels in Emotion Experience., 113-134
- Fuchs, T., & de Jaegher, H. (2009). Enactive intersubjectivity: Participatory sense-making and mutual incorporation. Phenomenology and the Cognitive Sciences, 8 (4), 465–486.Applications I: Thinking & Moving (30.4.2021 9-12h):
- Sheets-Johnstone, M. (2009). Thinking in Movement. In: The Corporeal Turn. An Interdisciplinary Reader. Imprint Academic. (pp. 28–63).
- Shusterman, R. (2006). Thinking Through the Body, Educating for the Humanities: A Plea for Somaesthetics. Journal of Aesthetic Education 40 (1):1-21.Applications II.: Therapeutical Approaches (7.5.2021 9-12h):
- Vermes, K. (2011). Intersensory and intersubjective attunement: Philosophical approach to a central element of dance movement psychotherapy. Body, Movement and Dance in Psychotherapy, 6 (1), 31–42.
- Bainbridge Cohen, B. (1993) Sensing, Feeling, and Action: The Experiential Anatomy of Body-Mind-Centering. Contact Editions, Northampton.
- Introduction to Body-Mind Centering, pp1-6
- Moving from Within, pp. 7-12
- Perceiving in Action, pp. 98-113
- The Action in Perceiving, pp.114-118
- Living Anatomy of Seeing, pp. 119-121Applications III: Interacting with Tools/Technology (11.6.2021 9-12h):
- Höök, K. (2018) Designing with the Body; Preface + pp. 1-62
- Höök, K. et. al. (2018) Embracing First-Person Perspectives in Soma-Based Design. Informatics, 2018, 5, 8.
- Haans A. & IJsselsteijn W. (2012) Embodiment and telepresence: Toward a comprehensive theoretical framework.Interacting with Computers 24 (2012) 211–218Final Session (25.6.2021 9-12h):
Additional presentations/workshops & Wrap-up/Closing of the seminar
- Sheets-Johnstone, M. (2015). Embodiment on trial: a phenomenological investigation. Continental Philosophy Review, 48 (1), 23–39.
- Vignemont, F. de (2018) Mind the Body. An Exploration of Bodily Self-Awareness. Oxford University Press, Oxford. pp. 1-10 (Introduction)Embodiment & Phenomenology I (19.3.2021 9-12h):
- Thompson, E. (2007) Mind in Life: Biology, Phenomenology, and the Sciences of Mind. Harvard University Press, Cambridge. pp. 3-36:
- Chapter 1. Cognitive Science and Human Experience
- Chapter 2. The Phenomenological Connection
- Vörös, S., & Gaitsch, P. (2016). The Horizons of Embodiment. In S. Vörös & P. Gaitsch (Eds.), Phainomena (Ljubljana) (Vol. XXV, pp. 5–23).Embodiment & Phenomenology II (26.3.2021 9-12h):
- Gallagher, S. (2014) Phenomenology and embodied cognition In The Routledge Handbook of Embodied Cognition. Ed. L. Shapiro, NY: Oxford University Press, New York, pp. 9–18.
- Blanke, O. (2012). Multisensory brain mechanisms of bodily self-consciousness. Nature Reviews Neuroscience, 13 (8), 556–571.Affectivity and Intersubjectivity (16.4.2021 9-12h):
- Giovanna Colombetti (2017). The Feeling Body. Affective Science meets the Enactive Mind. MIT Press.
- Introduction., xii-xviii
- Chapter 1. Primordial Affectivity., 1-24
- Chapter 5. How the Body Feels in Emotion Experience., 113-134
- Fuchs, T., & de Jaegher, H. (2009). Enactive intersubjectivity: Participatory sense-making and mutual incorporation. Phenomenology and the Cognitive Sciences, 8 (4), 465–486.Applications I: Thinking & Moving (30.4.2021 9-12h):
- Sheets-Johnstone, M. (2009). Thinking in Movement. In: The Corporeal Turn. An Interdisciplinary Reader. Imprint Academic. (pp. 28–63).
- Shusterman, R. (2006). Thinking Through the Body, Educating for the Humanities: A Plea for Somaesthetics. Journal of Aesthetic Education 40 (1):1-21.Applications II.: Therapeutical Approaches (7.5.2021 9-12h):
- Vermes, K. (2011). Intersensory and intersubjective attunement: Philosophical approach to a central element of dance movement psychotherapy. Body, Movement and Dance in Psychotherapy, 6 (1), 31–42.
- Bainbridge Cohen, B. (1993) Sensing, Feeling, and Action: The Experiential Anatomy of Body-Mind-Centering. Contact Editions, Northampton.
- Introduction to Body-Mind Centering, pp1-6
- Moving from Within, pp. 7-12
- Perceiving in Action, pp. 98-113
- The Action in Perceiving, pp.114-118
- Living Anatomy of Seeing, pp. 119-121Applications III: Interacting with Tools/Technology (11.6.2021 9-12h):
- Höök, K. (2018) Designing with the Body; Preface + pp. 1-62
- Höök, K. et. al. (2018) Embracing First-Person Perspectives in Soma-Based Design. Informatics, 2018, 5, 8.
- Haans A. & IJsselsteijn W. (2012) Embodiment and telepresence: Toward a comprehensive theoretical framework.Interacting with Computers 24 (2012) 211–218Final Session (25.6.2021 9-12h):
Additional presentations/workshops & Wrap-up/Closing of the seminar
Association in the course directory
Last modified: Fr 12.05.2023 00:18
Due to the current pandemic situation the course will be taught as a digital course with online presence. If pandemic developments and governmental/university regulations allow, we might change to personal/physical meetings in the later part of the seminar.Aims, contents and method of the course:
The aim of the seminar is to introduce approaches in cognitive science that recognise the fundamental importance of the body in cognition and to explore the relation between body and mind both in theory and in practice. Embodied approaches to understanding mind and thinking have become very popular in the last decades since Varela, Thompson and Rosch (1991) coined the term “embodied mind”. Embodied cognition, and more recently 4E cognition, have evolved into a spectrum of diverse research programmes studying the role of the body in cognitive processes. However, one major point emphasised by Varela et al. (1991) has been all too often neglected: the necessity to include a first-person perspective when investigating cognition. Building on the phenomenological tradition, enactivism stresses the constitutive role of the body in subjective experience, in processes of sense-making, learning and thinking, and generally in cognition.The seminar consists of two phasesIn Phase I the main ideas of embodiment and enactivism will be introduced with the help of acquiring a phenomenological vocabulary and viewpoint. What is a body? What is my body? How do I experience my body? How do I experience the world (through my body)? Am I my body?
A second focus will be on affectivity and intersubjectivity. What is an emotion? Where do I experience it? How do emotions relate to movement? How do I attune to others? How do interpersonal affective dynamics constitute a sense of self and a sense of other?In Phase II possible applications of an enactive view on cognition will be explored, especially looking at dance and somatic practices, as well as design processes. How do we think in movement? How are we aware of our (physical/bodily) interactions with our Umwelt/our environment? How does attending to the body and to movement enable possibilities for personal change and development?Throughout the seminar, our theoretical investigations will be accompanied by movement explorations, which should enable us to experience and explore moving minds and bodies, or the ‘bodymind’ as some call it.
The classes will be collaboratively shaped by students and teachers, including interactive parts/workshops and presentations on chosen phenomena, as well as presentations and discussions based on the compulsory literature.