Author(s)

Hualiang Hu ¹

Affiliation(s)

¹ Zhejiang Sci-Tech University, Hangzhou, China

Corresponding Author

Hualiang Hu

ABSTRACT

High development of artificial intelligence technology is reshaping the education ecosystem. It poses severe challenges to traditional classroom teaching, which center on knowledge representation and knowledge transmission. In order to resolve the problem of meaning alienation in the technological age, this study grounds in enactive cognition and extracts its core insights such as the body-body problem, the problem of other minds, and the cognitive gap. By integrating Heidegger's idea of "readiness-to-hand" and "Being-with", this study argues that the essence of classroom teaching is an authentic practice where teachers and students, within a specific situation of "Being-in-the-world", jointly engage through interactive actions, mutually triggering and dynamically generating meaning. This study aims to clarify the question of how classroom teaching is possible through enactive cognition interpretation view. 

KEYWORDS

Classroom Teaching, Enactive Cognition, Body-Body Problem, Problem of Other Minds, Cognitive Gap, Being-in-the-World

CITE THIS PAPER

Hualiang Hu, The Possibility of Classroom Teaching: An Enactive Cognition Interpretation. Advances in Educational Technology and Psychology (2025) Vol. 9: 48-53. DOI: http://dx.doi.org/10.23977/aetp.2025.090608.

REFERENCES

[1] Selwyn, N. (2016). Is technology good for education? Polity Press.
[2] Vlieghe, J., and Zamojski, P. (2019). Towards an ontology of teaching: thing-centred pedagogy, affirmation, and love for the world. Springer.
[3] Skulmowski, A., & Rey, G. D. (2018). Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cognitive Research-Principles and Implications, 3(6), 1–10.
[4] Evan Thompson. (2007). Mind in life: biology, phenomenology, and the sciences of mind. Harvard University Press.
[5] Francisco J. Varela, Evan Thompson, Eleanor Rosch. (1991). The embodied mind: cognitive science and human experience. MIT Press. 
[6] Heidegger, M. (2010). Being and time (J. Stambaugh, Trans.; D. J. Schmidt, Rev.). State University of New York Press. (Original work published 1927) 
[7] De Jaegher, H., & Di Paolo, E. (2007). Participatory sense-making: an enactive approach to social cognition. Phenomenology and the Cognitive Sciences, 6(4), 485–507.
[8] Kiverstein, J., & Rietveld, E. (2018). Reconceiving representation-hungry cognition: an ecological-enactive proposal. Adaptive Behaviour, 26(4), 147–163.

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education