Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: lessons from theory to practice

Sus Sola Corazon; Theresa Schilhab; Anna Ulrika Karlsson Stigsdotter

doi:10.1080/14729679.2011.633389

Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: lessons from theory to practice

Sus Sola Corazon, Theresa Schilhab, Anna Ulrika Karlsson Stigsdotter

15 Citationer (Scopus)

Abstract

This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment. This argument is placed in the context of 'nature-based therapy', which can be perceived as a generic term for treatments with therapeutic use of activities and experiences in natural environments. The paper proposes that the use of metaphors to conceptualize desired therapeutic understanding in connection with the performance of activities in nature-based therapy can support the learning and change process by semantically relating cognition and bodily involvement.

Originalsprog	Engelsk
Tidsskrift	Journal of Adventure Education and Outdoor Learning
Vol/bind	11
Udgave nummer	2
Sider (fra-til)	161-171
Antal sider	11
ISSN	1472-9679
DOI	https://doi.org/10.1080/14729679.2011.633389
Status	Udgivet - dec. 2011

Adgang til dokumentet

10.1080/14729679.2011.633389

Citationsformater

Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy : lessons from theory to practice. / Corazon, Sus Sola; Schilhab, Theresa; Stigsdotter, Anna Ulrika Karlsson.

I: Journal of Adventure Education and Outdoor Learning, Bind 11, Nr. 2, 12.2011, s. 161-171.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

@article{4f6cbd4e958c4dfcb2952e76335aac27,

title = "Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: lessons from theory to practice",

abstract = "This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment. This argument is placed in the context of 'nature-based therapy', which can be perceived as a generic term for treatments with therapeutic use of activities and experiences in natural environments. The paper proposes that the use of metaphors to conceptualize desired therapeutic understanding in connection with the performance of activities in nature-based therapy can support the learning and change process by semantically relating cognition and bodily involvement.",

author = "Corazon, {Sus Sola} and Theresa Schilhab and Stigsdotter, {Anna Ulrika Karlsson}",

year = "2011",

month = dec,

doi = "10.1080/14729679.2011.633389",

language = "English",

volume = "11",

pages = "161--171",

journal = "Journal of Adventure Education and Outdoor Learning",

issn = "1472-9679",

publisher = "Routledge",

number = "2",

}

TY - JOUR

T1 - Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy

T2 - lessons from theory to practice

AU - Corazon, Sus Sola

AU - Schilhab, Theresa

AU - Stigsdotter, Anna Ulrika Karlsson

PY - 2011/12

Y1 - 2011/12

N2 - This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment. This argument is placed in the context of 'nature-based therapy', which can be perceived as a generic term for treatments with therapeutic use of activities and experiences in natural environments. The paper proposes that the use of metaphors to conceptualize desired therapeutic understanding in connection with the performance of activities in nature-based therapy can support the learning and change process by semantically relating cognition and bodily involvement.

AB - This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment. This argument is placed in the context of 'nature-based therapy', which can be perceived as a generic term for treatments with therapeutic use of activities and experiences in natural environments. The paper proposes that the use of metaphors to conceptualize desired therapeutic understanding in connection with the performance of activities in nature-based therapy can support the learning and change process by semantically relating cognition and bodily involvement.

U2 - 10.1080/14729679.2011.633389

DO - 10.1080/14729679.2011.633389

M3 - Journal article

SN - 1472-9679

VL - 11

SP - 161

EP - 171

JO - Journal of Adventure Education and Outdoor Learning

JF - Journal of Adventure Education and Outdoor Learning

IS - 2

ER -

Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: lessons from theory to practice

Abstract

Adgang til dokumentet

Fingeraftryk

Citationsformater