This special issue focuses on the theoretical, empirical and practical integrations between embodied cognition theory (EC) and educational science. The key question is: Can EC constitute a new theoretical framework for educational science and practice? The papers of the special issue support the efforts of those interested in the role of EC in education and in the epistemological convergence of EC and educational science. They deal with a variety of relevant topics in education and offer a focus on the role of the body and embodied experience in learning and educational settings. In conclusion, some further topics are suggested that will need to be investigated in the future, such as a critical evaluation of the possibility for an epistemological alliance between educational theory and embodied cognition, and the contribution that enactive cognition can provide to educational systems, organizations, institutions and policies.

本期特刊关注具身认知理论 (EC) 与教育科学之间的理论、实证和实践整合。关键问题是：电子商务能否构成教育科学和实践的新理论框架？特刊的论文支持那些对 EC 在教育中的作用以及 EC 与教育科学的认识论融合感兴趣的人的努力。它们处理教育中的各种相关主题，并重点关注身体在学习和教育环境中的作用和具体经验。总之，提出了一些未来需要研究的进一步主题，例如对教育理论和具身认知之间认识论联盟可能性的批判性评估，