Embodied Cognition From the Perspective of Vygotsky’s Socio-cultural Theory
Xue-Jiao Zhang, Huili Wang, Dan Guo
Philosophy Study August 28, 2018 DOI: 10.17265/2159-5313/2018.08.003 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that embodied cognition and Vygotsky's socio-cultural theory converge on the view that bodily states and body-environment interactions are closely connected to sense-making, and that embodied cognition should emphasize the unity of body, mind, and cultural environment. The authors contend that socio-cultural theory influences the study of embodied cognition. |
Abstract
Embodied cognition is an approach to cognition that departs from traditional Descartes’ mind-body dualism for its emphasis on bodily interactions with the environment. The paper firstly describes three distinctive features of embodied cognition. Furthermore, from the perspective of philosophical methodology, the paper outlines Vygotsky’s socio-cultural theory and his contributions to the development of cognitive science. Three basic themes of Vygotsky’s writings are specifically described: genetic forces as a foundation of the study of mind, social origin of higher mental functioning, and mediation of sign systems in inter-mental and intra-mental functioning. Against the background of Vygotsky’s sociocultural theory, we further discuss the interface between embodied cognition and Vygotsky’s socio-cultural theory. It is claimed that bodily states and body-environment interactions are closely connected to sense-making. Embodied cognition should emphasize on the unity of body, mind, and cultural environment. Finally, the paper concludes with the influence of sociocultural theory on the study of embodied cognition.