How does Embodiment Science shift how we think about Memory? (with Guy Claxton & Emily Poel)
Notes de l’épisode
Welcome to this next episode in the series on the implications of Embodiment Science in education. After Episode 1 on intelligence and Episode 2 on learning, this is the third installment, where Guy Claxton and Emily Poel's take on what embodiment science has to say about how we understand memory and knowledge.
This is a hugely important call to those who have forgotten that the dominant way we talk about memory in education is actually a metaphor. And a bad one at that, that the science is now telling us needs to be replaced with something biologically plausible.