This paper aims to explore how the theory of Embodied Cognition addresses three dilemmas in disciplinary practice, and to expound its applications and significance in the internalization of disciplinary knowledge and the transformation of disciplinary practice. First, from an ontological perspective, the paper transcends the myth of “disembodiment” and emphasizes the fundamental role of the body in the cognitive process. From an epistemological perspective, it subverts the traditional constraint of “valuing the mind over the body” and advocates the bodily basis of cognitive activities. Methodologically, it guides us out of the barrier of “detachment from life” and emphasizes that disciplinary practice should be closely connected with life. Second, the paper discusses the connotation of embodiment. It regards context, emotion, and experience as three key elements in the internalization of disciplinary knowledge, arguing that they collectively constitute the core of embodied disciplinary practice. Finally, the paper proposes four transformations in disciplinary practice led by the theory of Embodied Cognition: (1) The transformation from the concrete to the abstract as an origin. (2) The transformation from the known to the unknown as a focus. (3) The transformation from experience to internalization as a carrier. (4) The transformation from singularity to unity as a basis. These transformations not only provide new perspectives for disciplinary practice but also offer rich theoretical support for educational practice.
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Share and Cite
Ma, X. (2025) Discipline Practice from the Perspective of Embodiment. Global Education Bulletin, 2(4), 9-19.