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  1. The experience of watching dance: phenomenological–neuroscience duets. [REVIEW]Corinne Jola, Shantel Ehrenberg & Dee Reynolds - 2012 - Phenomenology and the Cognitive Sciences 11 (1):17-37.
    This paper discusses possible correspondences between neuroscientific findings and phenomenologically informed methodologies in the investigation of kinesthetic empathy in watching dance. Interest in phenomenology has recently increased in cognitive science (Gallagher and Zahavi 2008 ) and dance scholars have recently contributed important new insights into the use of phenomenology in dance studies (e.g. Legrand and Ravn (Phenomenology and the Cognitive Sciences 8(3):389–408, 2009 ); Parviainen (Dance Research Journal 34(1):11–26, 2002 ); Rothfield (Topoi 24:43–53, 2005 )). In vision research, coherent neural (...)
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  • Rethinking Veridicality: Motor Response, Empirical Evidence, and Dance Appreciation.Ian Heckman - 2023 - Journal of Aesthetics and Art Criticism 81 (1):57-68.
    Recent debates in the philosophy of dance have focused on the relationship between motor response and dance appreciation. Some philosophers argue that motor responses to dances are an important part of dance appreciation. Proponents of such a claim are often backed with support from cognitive science. But it has not remained uncontroversial. Despite its controversy, the concept of motor response remains under-analyzed. As a result, assumptions about the idea and purpose of motor response get borrowed from cognitive science. I argue (...)
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  • Embodied Reimagining of Pedagogical Places/Spaces.Shilpi Sinha & Lyudmila Bryzzheva - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (4):347-365.
    Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students? disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students? engagement in our course, Introduction to Philosophy of Education, as (...)
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