Embodied Cognition and its implications for the educational system: Designing a model asserting Deleuze’s viewpoint vorgelegt von Elham Shirvani Ghadikolaei ORCID:0000-0002-9592-6484 an der Fakultät I – Geistes- und Bildungswissenschaften der Technischen Universität Berlin zur Erlangung des akademischen Grades Doktorin der Philosophie - Dr. phil - genehmigte Dissertation Promotionsausschuss: Vorsitzender: Prof. Dr. Friedrich Steinle Gutachter: Prof. Dr. Axel Gelfert Gutachter: Dr. Spyridon Koutroufinis Gutachter: Prof. Dr.Mahdi Sajadi Tag der wissenschaftlichen Aussprache: 28. August 2020 Berlin 2020 I would like to present all my studies from primary until my Ph.D., and especially this dissertation, for my angel mother. It was her wish to see my success, but unfortunately, she is no longer in this material world to enjoy it with me. I thank her for the wonderful support she offered throughout my life. I love you mom and I will keep your advice in both my heart and mind to “do my best”. Contents Chapter 1: General Schema .................................................................................................................................... 2 1. State of the Art ............................................................................................................................................... 2 2. Research Questions ........................................................................................................................................ 5 3. Working Programs (Research Background) ................................................................................................... 6 4. Research Schedule ........................................................................................................................................ 10 Chapter 2: Embodied Cognition: Philosophical Foundations ............................................................................... 11 2.1. What is Embodied Cognition? ................................................................................................................... 11 2.2. Philosophical Foundations ........................................................................................................................ 13 2.2.1. Embodiment in Modern Philosophy ................................................................................................... 14 2.3. Body in Modern Philosophy ...................................................................................................................... 30 2.3.1 The Pioneers ........................................................................................................................................ 30 2.3.2 Embodiment in the Phenomenological Tradition ................................................................................ 34 2.3.2.1. The Relation between Phenomenology and Materialism, Given the Embodiment Theory ............. 41 2.4. Cognitive Science and Embodied Cognition ............................................................................................. 47 2.4.1. First-Generation Cognitive Science and Analytic Philosophy ............................................................... 47 2.4.2. Artificial Intelligence ............................................................................................................................. 50 2.4.2.1 Embodied Cognition and Artificial Intelligence ............................................................................... 55 2.4.3. Cognitive Metaphor ................................................................................................................................ 65 2.4.3.1. Cognitive Unconscious .................................................................................................................... 69 2.5. Post-Structuralism and Embodiment ......................................................................................................... 70 2.6. Conclusion ................................................................................................................................................. 76 Chapter 3: The Pedagogical Implications of Gilles Deleuze’s Views ................................................................... 79 3.1. Introduction ............................................................................................................................................... 79 3.2. Body for Deleuze ....................................................................................................................................... 88 3.2.1. Deleuze and the Embodiment Thesis .................................................................................................. 94 3.3. The Dogmatic Picture of Thought ............................................................................................................. 96 3.4. Pedagogical Implications of Deleuze’s Views ........................................................................................... 99 3.4.1. Education Institutes as Suppressive Institutes .................................................................................... 99 3.4.1.1. Nomadism of Students and the Education System ........................................................................ 103 3.4.2. The A Priori Structure of the Truth .................................................................................................. 105 3.4.3. Rhizome and its Pedagogical Consequences ........................................................................................ 113 3.4.3.1. Transformation of Classrooms ...................................................................................................... 117 3.4.3.2. Creativity-Centrism instead of Memory-Centrism ........................................................................ 120 3.4.3.3. The Collapse of the Teacher’s Authority ....................................................................................... 121 3.4.3.4. Collaborative Learning .................................................................................................................. 122 3.4.3.5. Taking External Factors into Account ........................................................................................... 124 3.4.3.6. The Structural Problem of Textbooks ............................................................................................ 126 3.4.4. Semiotic Learning ................................................................................................................................ 130 Conclusion ..................................................................................................................................................... 133 Chapter 4: Designing a model asserting Deleuze’s viewpoint ............................................................................ 135 4.1. Introduction ............................................................................................................................................. 135 4.2. Roadmap: Definition of Planning an Education System .......................................................................... 137 4.2.1. Goals ................................................................................................................................................ 140 4.3. Saving the Education Institute from the Institution of Power and Nomadism of the Student and the Education System ........................................................................................................................................... 142 4.3.1. Democracy ....................................................................................................................................... 143 4.4. Learning .................................................................................................................................................. 144 4.4.1. Collaborative Learning ..................................................................................................................... 144 4.4.2. Semiotic Learning ............................................................................................................................ 145 4.4.3. Deconstructive Education ................................................................................................................. 148 4.4.4. Creativity-Centrism, instead of Memory-Centrism .......................................................................... 151 4.4.5. Theories of self-reflection ................................................................................................................ 154 4.5. The Student ............................................................................................................................................. 155 4.5.1. Facing Up to the Unknown, and Problem-Solving ........................................................................... 155 4.5.2. Experience-Centrism ........................................................................................................................ 159 4.6. Curriculum .............................................................................................................................................. 163 Interdisciplinary Curricula ......................................................................................................................... 163 4.7. Teacher ...................................................................................................................................................