Anne-Marie R. LaMonde
Bio: Anne-Marie R. LaMonde is an academic researcher. The author has contributed to research in topics: Embodied cognition. The author has an hindex of 1, co-authored 1 publications receiving 18 citations.
Topics: Embodied cognition
01 Jan 2011
TL;DR: In this paper, the authors explore the contributions of contemporary theories in film and literacy with the purpose of understanding how those theories inform an arts-based researcher in education. But they do not discuss the relationship between the arts, philosophy, cognitive, social and neurosciences.
Abstract: This thesis is an exploration of the contributions of contemporary theories in film and literacy with the purpose of understanding how those theories inform an arts-based researcher in education. Additionally, further insights are drawn from cognitive, social, and neurosciences with the purpose of broadening the scope of understanding that stretches across multiple disciplines wherein film and literacy education is found. By engaging in a wide exploration across multiple fields of knowledge, this thesis shows the extent to which the general belief of the incommensurability between the arts, philosophy, cognitive, social and neurosciences has impacted negatively on education. It is believed, however, that knowledge gained through the study of contemporary theories in film and literacy, which is founded upon the philosophical, psychological, and sociological, may achieve greater clarity and insight when framed within the scope of advanced studies in neurosciences. With the interweaving of autobiographical accounts, explorations in the theoretical and experimental lead to a renewed understanding of film, arts, and literacy pedagogy. Finally, it is believed that understanding the convergence of the brain’s cognitive, emotional, and sensorimotor functions and the primacy of movement, is pivotal to understanding the complex issues of brain-body-mind that range from consciousness to learning.
22 Jun 1997
TL;DR: This book, with its garish title and disjointed assortment of 18 chapters, consists of a mixture of Crick's zealous and uncritical Newton-or-bust ways of thinking about the relation of consciousness to brain and an insouciant polemic.
Abstract: Partly as a side effect of the "Decade of the Brain," general readers with an interest in science have been afflicted with a surfeit of books about the brain from writers of curiously varied backgrounds. This one, with its garish title and disjointed assortment of 18 chapters, is by the distinguished codiscoverer of the structure of DNA. Some work is required to tease out of the disorderly text the two main components of the book. One of them, the better, consists of an account of current knowledge and trends of thinking about neural structure and function, with special emphasis on the cortical visual system of the higher mammals. The other component, appearing irrepressibly in bits and pieces throughout the book, as well as in longer passages, consists of a mixture of Crick's zealous and uncritical Newton-or-bust ways of thinking about the relation of consciousness to brain and an insouciant polemic,