In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the…

In this article, we discuss school schedules and their implications in the context of chronobiological contemporary knowledge, arguing for the need to reconsider time planning in the school setting. We present anecdotal observations regarding chronobiological challenges imposed by the school system throughout different ages and discuss the effects…

From the pragmatists to the neo-Piagetians, development has been understood to involve cycles of perception and action--the internalization of interactions with the world and the construction of skills for acting in the world. From a neurobiological standpoint, new evidence suggests that neural activities related to action and perception converge…