We use cookies to improve your website experience. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. By closing this message, you are consenting to our use of cookies.

Join the Conversation

Manuscript deadline
15 November 2020

Cover image - Journal of Dance Education

Journal of Dance Education

Special Issue Editor(s)

Matthew Henley, Teachers College, Columbia University
[email protected]

Visit JournalArticles

4E Cognition in Dance Education

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. An emerging field at the intersection of Phenomenological Philosophy and Cognitive Psychology, referred to as 4E Cognition, however, is challenging this premise by redefining the mind as embodied, embedded, extended, and enacted. 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 movement. 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 improvisational 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 potential 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 Cognition. Authors 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 topics that might include but are not limited to:

  • Learning by doing or problem-based learning
  • Social interaction in collaborative process or performance
  • Place-based learning
  • Improvisational or site-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

Looking to Publish your Research?

We aim to make publishing with Taylor & Francis a rewarding experience for all our authors. Please visit our Author Services website for more information and guidance, and do contact us if there is anything we can help with!

Submission Instructions

Submissions will undergo a double-blind, peer-reviewed process for publication in the Fall 2021 issue of JODE. Submissions may be for either the In Practice 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 below.  Please see JODE’s Information for Authors below.

Questions on what to submit? Contact Matthew Henley: [email protected]

Questions on how to submit? Contact Sherrie Barr: [email protected] or Alison Leonard: [email protected]

Instructions for AuthorsSubmit an Article