International Journal of Education in Architecture and Design

Öz

This research explores the relationship between mind and body in the design learning environment. The research focuses on design learning, embodied cognition, mind-body relationship and Cartesian dualism. In the research, the role of embodied cognition in design learning process is drawn attention. The traditional mind-body dualism of Cartesian theory is criticized by embodied cognition in design learning. In the design learning process, it is pointed out that the mind-body dualism of the Cartesian theory becomes dysfunctional. In this research, the concept of reflection-in-action is considered as a type of design learning. It is explained how the epistemological origins of this concept reject Cartesian theory. In this research, mind-body-environment harmony and embodied cognition which are used in reflection-in-action, is explained as the solution of the design problem which has an ‘ill-defined’ problem type. As a result of the research, the importance of mind-body-environment harmony in design learning process is emphasized. Moreover, it is pointed out that the embodied cognition which occurs with this harmony is an important parameter in the design learning process. Finally, it is possible to conclude that in design learning process, embodied cognition rejects Cartesian dualism, and thus the distinction between theory and practice.