Why Do Things Have Outlines? (01953, ETC.: A Review of General Semantics, Vol.

How Much Do You Know? (01953, ETC.: A Review of General Semantics, Vol.

About Games and Being Serious (01953, ETC.: A Review of General Semantics, Vol.

Why Do Frenchmen? (01951, Impulse 01953, ETC.: A Review of General Semantics, Vol.

Why Do Things Get in a Muddle? (01948, previously unpublished).

Notably, the history of evolutionary theory is inevitably a metalogue between man and nature, in which the creation and interaction of ideas must necessarily exemplify evolutionary process.Steps To an Ecology of Mind Only some of the conversations here presented achieve this double format. This conversation should be such that not only do the participants discuss the problem but the structure of the conversation as a whole is also relevant to the same subject. Brain Topography, 26(2), 303–314.Part I: Metalogues DEFINITION: A metalogue is a conversation about some problematic subject. High-resolution EEG analysis of power spectral density maps and coherence networks in a proportional reasoning task. G., Supek, S., Planinic, M., & Babiloni, F.

Vecchiato, G., Susac, A., Margeti, S., de Vico Fallani, F., Maglione, A. The brainweb: phase synchronization and large-scale integration. Physical exercise during the morning school‐break improves basic cognitive functions. Tilp, M., Scharf, C., Payer, G., Presker, M., & Fink, A. Radical embodiment: neural dynamics and consciousness. A beginning empirical-phenomenological analysis of their relationship. For the Learning of Mathematics, 14(3), 36–42.

The theme of individualism in mathematics education: An examination of mathematics textbooks. Journal for Research in Mathematics Education, 48(1), 106–110. Reconsidering affect in mathematics education. An embodied view of octopus neurobiology. Grounding 4E cognition in Mexico: introduction to special issue on spotlight on 4E cognition research in Mexico. The enactive torch: Interactive embodied learning with a sensory substitution Interface. González Grandon, X.A., Zapata Fonseca, L.I., Gómez Escobar, H., Ortíz Garín, G.U., Flores Mares, J.J., Sáenz Burrola, A.A., & Froese, T. Embodied affectivity: on moving and being moved. Oxford: Oxford University Press.įuchs, T., & Koch, S. Ecology of the Brain: The Phenomenology and Biology of the Embodied Mind. Oxford: Oxford University Press.įuchs, T. The Cambridge handbook of the learning sciences, 2, 358–376.ĭehaene, S.

Steps to an ecology of mind 1972