The links between experiential learning and 4E cognition

In this article, we explore the connections between two distinct approaches: experiential learning (EL) and 4E cognition. EL emphasizes the role of concrete experiences as the building blocks of learning, whereas 4E cognition views cognition as arising from the interactions that an individual has wi...

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Detalles Bibliográficos
Autores: Lebert, Angélique, Vilarroya, Óscar
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/71317
Acceso en línea:http://hdl.handle.net/10230/71317
http://dx.doi.org/10.1111/nyas.15238
Access Level:acceso abierto
Palabra clave:4E cognition
Concrete experience
Embedded
Embodied
Enacted
Experiential learning
Extended
Neural representation
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spelling The links between experiential learning and 4E cognitionLebert, AngéliqueVilarroya, Óscar4E cognitionConcrete experienceEmbeddedEmbodiedEnactedExperiential learningExtendedNeural representationIn this article, we explore the connections between two distinct approaches: experiential learning (EL) and 4E cognition. EL emphasizes the role of concrete experiences as the building blocks of learning, whereas 4E cognition views cognition as arising from the interactions that an individual has with their physical and social environment. Despite their divergent theoretical frameworks, methodologies, and interests, we argue that both frameworks share a common vision of cognition and that their integration could mutually enhance their respective fields. This article outlines the historical origins and underlying assumptions of both frameworks, highlighting the potential links that can be established between them. Specifically, we explore the significance of embodiment, embeddedness, extended cognition, and enactive processes in learning and cognition. To bridge these frameworks, we propose employing the concept of "concrete experience" as an active engagement of individuals with their physical and social surroundings. By encompassing the essential aspects assigned to concrete experiences in EL, as well as the embodiment, situatedness, extended cognition, and enactive features of 4E cognition, this notion serves as a unifying element. Ultimately, the article suggests that combining the insights from EL and 4E cognition can offer a richer, more holistic understanding of representation.Wiley202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/71317http://dx.doi.org/10.1111/nyas.15238http://hdl.handle.net/10230/71317reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésAnn N Y Acad Sci. 2024 Nov;1541(1):37-52© 2024 The Author(s). Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of The New York Academy of Sciences. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/713172026-05-29T05:05:01Z
dc.title.none.fl_str_mv The links between experiential learning and 4E cognition
title The links between experiential learning and 4E cognition
spellingShingle The links between experiential learning and 4E cognition
Lebert, Angélique
4E cognition
Concrete experience
Embedded
Embodied
Enacted
Experiential learning
Extended
Neural representation
title_short The links between experiential learning and 4E cognition
title_full The links between experiential learning and 4E cognition
title_fullStr The links between experiential learning and 4E cognition
title_full_unstemmed The links between experiential learning and 4E cognition
title_sort The links between experiential learning and 4E cognition
dc.creator.none.fl_str_mv Lebert, Angélique
Vilarroya, Óscar
author Lebert, Angélique
author_facet Lebert, Angélique
Vilarroya, Óscar
author_role author
author2 Vilarroya, Óscar
author2_role author
dc.subject.none.fl_str_mv 4E cognition
Concrete experience
Embedded
Embodied
Enacted
Experiential learning
Extended
Neural representation
topic 4E cognition
Concrete experience
Embedded
Embodied
Enacted
Experiential learning
Extended
Neural representation
description In this article, we explore the connections between two distinct approaches: experiential learning (EL) and 4E cognition. EL emphasizes the role of concrete experiences as the building blocks of learning, whereas 4E cognition views cognition as arising from the interactions that an individual has with their physical and social environment. Despite their divergent theoretical frameworks, methodologies, and interests, we argue that both frameworks share a common vision of cognition and that their integration could mutually enhance their respective fields. This article outlines the historical origins and underlying assumptions of both frameworks, highlighting the potential links that can be established between them. Specifically, we explore the significance of embodiment, embeddedness, extended cognition, and enactive processes in learning and cognition. To bridge these frameworks, we propose employing the concept of "concrete experience" as an active engagement of individuals with their physical and social surroundings. By encompassing the essential aspects assigned to concrete experiences in EL, as well as the embodiment, situatedness, extended cognition, and enactive features of 4E cognition, this notion serves as a unifying element. Ultimately, the article suggests that combining the insights from EL and 4E cognition can offer a richer, more holistic understanding of representation.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/71317
http://dx.doi.org/10.1111/nyas.15238
http://hdl.handle.net/10230/71317
url http://hdl.handle.net/10230/71317
http://dx.doi.org/10.1111/nyas.15238
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Ann N Y Acad Sci. 2024 Nov;1541(1):37-52
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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