Journal of Dance Education - PDF document

1 Journal of Dance Education Special Iss
Journal of Dance Education Special Issue: 4E Cognition in Dance Education Guest Editor – Matthew Henley CALL FOR PAPERS DEADLINE: Nov. 1 5 , 20 20 Though most dance educators recognize the intrinsic connection between the movement of the body and the functioning of the mind, Euro - American cultural institutions and practices often reinforce a Cartesian dualism that postulates mind and body as separate and independent categories of being. A n emerging field at the intersection of Phenomenological Philosop hy and Cognitive Psychology , referred to as 4E Cognition , however, is challenging this premise by redefining the mind as e mbodied, e mbedded, e xtended, and e nact ed. Cognitive processes , according to 4E scholars, are not separate from the body and environment but are comprised of, structured by, and /or realized through interaction with the physical and social world. When dancers perform in any genre , the cultural knowledge of previous generations is embodied in their mov ement. When dancers collaborate on creating a choreography, their thinking is embedded in social interactions. When dancers put on a pair of tap shoes, the shoes become part of their thinking and their mind is extended into them. When dancers perform i mpr ovisational site - specific work , the dancers enact their thinking about relationships between the individual, the group, and the landscape. This issue will bring together research and practices in Dance Education that describe how dance offers people the po tential to think by doing, by being with, and by being in. It is easy to describe how dancing reflects thinking. This issue offers a chance to better describe how dancing is thinking. Dance Education already exemplifies many of the principles of 4E Cogniti on . A uthors across contexts (Higher Ed., K - 12, non - profit, private studio, etc.), regardless of their familiarity with 4E, are invited to discuss research or practices on t opics that might include but are not limited to: • Learning by doing or p roblem - based learning • Social interaction in collaborative process or performance • Place - based learning • Improvisational or s ite - specific performance • Ritual dance as the embodiment of generational thinking • Social dance as the enactment of community thinking • Interaction with objects such as costumes or props • Interaction with assistive devices in dance Submissions will undergo a double - b lind, peer - reviewed process for publication in the Fall 202 1 issue of JODE . Submissions may be for either the In Pr actice column (1,500 - 3,500 words including references ) or the Feature column (4,000 - 6,000 words including references). All manuscripts should be submitted online via the ScholarOne website. Please see JODE ’s Information for Authors at: http://www.tandfonline.com/action/authorSubmission?journalCode=ujod20&page=instructions#. VCwbPmddUuc Questions on what to submit? Contact Matthew Henle y : matthew.henley@tc.columbia.edu Questions on how to submit? Contact Sherrie Barr: sherriebarr@gmail.com or Alison Leonard : aleona2@clemson.edu