Book Description:
This book was carried out with the intention of showing the peculiarities of the scientific paradigm of Embodied Cognition (EC) (Gallese, 2005), by highlighting its application in practice (Sousa, 2010), especially in the world of education. The new perspective proves to be significant, mainly due to the importance of learning about brain development in the Evolutionary Age, understanding children and adolescents' behaviors and preventing possible problems at an early age. Moreover, it proves to be significant for highlighting the particular impact that social environment and cultural climate have on learning, as well as on the brain's ability to generate new neurons into older age, along with its changeability (concept of plasticity understood as modeling of the morphology and the function of neural networks mainly induced by experience). These key aspects have led to a multi-perspective view of the human minds' functioning. (Imprint: Nova)

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Table of Contents:
Introduction

Chapter 1. An Embodied and Grounded View on Concepts and its Possible Implications for Education
(Claudia Mazzuca and Anna M. Borghi, University of Bologna, Italy)

Chapter 2. Embodied Cognition and Special Education
(Dario Ianes, University of Bolzano, Italy, Sofia Cramerotti, Edition Study Center Erickson, Italy, and Angela Cattoni, Edition Study Center Erickson, Italy)

Chapter 3. Embodied Cognition and Cognitive Modifiability: A New Deal for Education in the XXI Century
(Umberto Margiotta, University of Venezia, Italy)

Chapter 4. Embodied Cognition and Capability Approach in Education
(Nicolina Pastena, University of Salerno, Italy and Umberto Margiotta, University of Venezia, Italy)

Chapter 5. Embodied Cognition and Second Language Teaching/Learning
(Filippo Gomez Paloma, University of Salerno, Italy)

Chapter 6. Embodied Cognition as Inclusive Approach for Special Educational Needs
(Paola Damiani, University of Torino, Italy)

Chapter 7. Embodied Cognition in Physical Activity and Sport Science
(Andrea Ceciliani, University of Bologna, Italy and Domenico Tafuri, University of Napoli Parthenope, Italy)

Chapter 8. Embodied Cognition and Teacher’s Training
(Filippo Gomez Paloma, University of Salerno, Italy and Paola Damiani, University of Torino, Italy)

Conclusion

Index