The Social Nature of Cognition in Dance: The Impact of Group Interaction on Dance Education Practices

Abstract

Current theorizing in the field of cognitive science embraces the concept that cognitive activity is not centered in the brain alone but is dependent on embodiment and the environment in which it is functioning. A key component of that environment is the presence of others. This article examines the social nature of cognitive activity from a 4E cognitive perspective and the implications this has for dance pedagogy. After identifying five principle conditions under which dance education can enhance cognition (Divergent Answers, Collaborative Social Engagement, Problem Finding Alongside Problem Solving, Iterative Process of Creation, and Student Centric Pedagogical Practices) the article concludes by looking at how this could impact our advocacy arguments for the inclusion of dance in K-12 education, particularly as a means to foster 21st century educational goals.