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Embodiment in education is an interdisciplinary area with contributions from psychology, learning sciences, anthropology, and human computer interaction, among others. Like the embodied cognition program generally, theories of embodiment in education are far from unified and offer a variety of different perspectives to challenge information-processing theories of the learning mind ( Shapiro and Stolz 2019 ). Interest in embodied perspectives has grown rapidly in the last 20 years: A Google Scholar query for “embodied learning” produces around 140 results between 1990 and 2000, 1,420 results from 2001 to 2010, and a whopping 8,890 results from 2011 to 2020. Since 2010, there has been a proliferation of volumes on embodiment in education. 1 In addition, many fruitful interdisciplinary collaborations of cognitive science philosophers and education researchers have sprung up (e.g., Gallagher and Lindgren 2015 ; Hutto et al. 2015 ).
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