References:

Abrahamson, D., & Lindgren, R. (2014). Embodiment and Embodied Design. In R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 358-376). Cambridge University Press

Alessandroni, N., Malafouris, L., & Gallagher, S. (2024). An Ecological Approach to Conceptual Thinking in Material Engagement. Europe’s Journal of Psychology, 20(2), 84–103. https://doi.org/10.5964/ejop.13227

Anderson, M. L. (2014). After Phrenology. The MIT Press. https://doi.org/10.7551/mitpress/10111.001.0001

Andrada, G. (2020). Transparency and the phenomenology of extended cognition. Límite: revista de filosofía y psicología, (1), 2. https://dialnet.unirioja.es/servlet/articulo?codigo=8340957

Arnheim, R. (1969). Visual thinking. University of California Press

Arnold, R. D., & Wade, J. P. (2015). A Definition of Systems Thinking: A Systems Approach. Procedia Computer Science, 44, 669–678. https://doi.org/10.1016/j.procs.2015.03.050

Baber, C. (2019). Thinking with Hands, Acting with Minds: Embodied Cognition and Creative Practice. In: Bagnara, S., Tartaglia, R., Albolino, S., Alexander, T., Fujita, Y. (Eds.), Proceedings of the 20th Congress of the International Ergonomics Association (IEA 2018). IEA 2018. Advances in Intelligent Systems and Computing, vol 824. Springer, Cham. https://doi.org/10.1007/978-3-319-96071-5_24.

Baggs, E., Raja, V., & Anderson, M. L. (2020). Extended Skill Learning. Frontiers in Psychology, 11, 1956. https://doi.org/10.3389/fpsyg.2020.01956

Barrett, E. (2007). Experiential learning in practice as research: context, method, knowledge. Journal of Visual Art Practice, 6(2), 115–124. https://doi.org/10.1386/jvap.6.2.115_1

Barsalou, L. W. (1999). Perceptual symbol systems. Behavioural and Brain Sciences, 22(4), 577–660.

Barsalou, L. W. (2008). Cognitive and Neural Contributions to Understanding the Conceptual System. Current Directions in Psychological Science, 17(2), 91–95. http://www.jstor.org/stable/20183259

Barsalou, L. W. ( 2020). Challenges and Opportunities for Grounding Cognition. Journal of Cognition, 3(1): 31, pp. 1–24. DOI: https://doi.org/10.5334/joc.116

Barsalou, L.W. (2016). Situated conceptualization: Theory and applications. In Y. Coello & M. H. Fischer (Eds.), Foundations of embodied cognition, Volume 1: Perceptual and emotional embodiment. (pp. 11-37). East Sussex, UK: Psychology Press.

Berenhaus, M., & Cupchik, G. (2020). Transferring Habits of Mind from an Aesthetic Context to Everyday Life. Empirical Studies of the Arts, 38(1), 60–70. https://doi.org/10.1177/0276237419868949

Boden, M. A. (2004). The creative mind: myths and mechanisms. (2nd ed). Routledge.

Bolt, B. (2004). Art beyond representation: the performative power of the image. I.B. Tauris.

Borghi, A. M., Binkofski, F., Castelfranchi, C., Cimatti, F., Scorolli, C., & Tummolini, L. (2017). The challenge of abstract concepts. Psychological Bulletin, 143(3), 263–292. https://doi.org/10.1037/bul0000089

Breitfeller, K. (2010). Theoretical Framework for Understanding The Embodied Nature of the Artmaking Experience. master's thesis, Ohio State University. Retrieved from https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1269534117&dis position=inline

Bertling, J. G., & Moore, T. C. (2021). The U.S. K–12 Art Education Curricular Landscape: A Nationwide Survey. Studies in Art Education, 62(1), 23–46. https://doi.org/10.1080/00393541.2020.1858007

Candy, L., & Edmonds, E. (2018). Practice-Based Research in the Creative Arts: Foundations and Futures from the Front Line. Leonardo, 51(1), 63–69. https://doi.org/10.1162/LEON_a_01471

Carter, P. (2004). Material Thinking. Melbourne: Melbourne University Publishing.

Carvalho, P. F., & Goldstone, R. L. (2016). Human perceptual learning and categorization. The Wiley handbook on the cognitive neuroscience of learning, John Wiley & Sons, Ltd. p. 223-248. https://doi.org/10.1002/9781118650813.ch10

Chalmers, D. (2019). Extended cognition and extended consciousness. In M. Colombo, E. Irvine, & M. Stapleton (Eds), Andy Clark and His Critics. (pp. 9-20). Oxford University Press.

Chandler, D. (2022). Semiotics: the basics (Fourth edition). Routledge, Taylor & Francis Group.

Chemero, A. (2009). Radical embodied cognitive science. MIT Press.
Chorpening, K. (2014). The problem with making in fine art: A case for the expanded teaching of drawing. Art, Design & Communication in Higher Education, 13(1), 95–109. https://doi.org/10.1386/adch.13.1.95_1

Clark, A., & Chalmers, D. (1998). The Extended Mind. Analysis, 58(1), 7–19.

Clark, A., & Chalmers, D. (2010). The extended mind in Focus. In Menary, R. (Ed.). The Extended Mind. (pp. 27-42). MIT Press.

Clark, A. (2016). Surfing uncertainty: prediction, action, and the embodied mind. Oxford University Press.

Colombetti, G. (2017). Enactive Affectivity, Extended. Topoi : An International Review of Philosophy, 36(3), 445–455. https://doi.org/10.1007/s11245-015-9335-2

Colombetti, G. (2018). Enacting affectivity, in A. Newen, L. De Bruin, and S. Gallagher (Eds.), The Oxford Handbook of 4E Cognition, Oxford Library of Psychology (2018; online edition, Oxford Academic, 9 Oct. 2018), https://doi.org/10.1093/oxfordhb/9780198735410.013.31, accessed 11 May 2025.

Connolly, K. (2019). Perceptual Learning as Long-Term Perceptual Changes. Oxford University Press

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. (4th ed.) Sage Publications

Csikszentmihalyi, M. (2014). The systems model of creativity : the collected works of Mihaly Ccsikszentmihalyi. Springer. https://doi.org/10.1007/978-94-017-9085-7

Cupchik, G. C. (2016). The aesthetics of emotion: Up the down staircase of the mind-body. Cambridge University Press.

Damasio, A., & Damasio, H. (2024). Sensing, feeling and consciousness. Philosophical Transactions of the Royal Society. 379(1908), 20230243.. https://doi.org/10.1098/rstb.2023.0243

Damasio, A. R. (2010). Self comes to mind: constructing the conscious brain (1st ed). Pantheon Books.

Damasio, A. (2018). The strange order of things. The life, feelings and the making of culture. New York, NY: Pantheon Books.

de Duve, T. (2012). When Form Has Become Attitude - And Beyond. In Z. Kocur & S. Leung (Eds.), Theory in contemporary art since 1985. (2nd edition). (pp. 21-33). Wiley-Blackwell.

Dekkers, R. (2017). Applied systems theory (2nd ed.). Springer. https://doi.org/10.1007/978-3-319-57526-1

DeSouza, A. (2018). How art can be thought: a handbook for change. Duke University Press.

Dewey, J. (1998). Qualitative Thought. in L. A. Hickman and T. M Alexander (Eds.), The essential Dewey. Pragmatism, education, democracy - vol.1. (pp. 195-205). Indiana University Press. First published in Symposium 1 (January 1930, pp 5-32)

Diethelm, J. (2019). Embodied design thinking. She Ji: The Journal of Design, Economics, and Innovation, 5(1), 44-54.

Dorn, C. M. (1999). Mind in art: Cognitive Foundations in Art Education. Lawrence Erlbaum Associates, Inc.

Dörner, D., & Funke, J. (2017). Complex Problem Solving: What It Is and What It Is Not. Frontiers in Psychology, 8, 1153. https://doi.org/10.3389/fpsyg.2017.01153

Dreyfus, H. L (2002). Refocusing the question: Can there be skillful coping without propositional representations or brain representations? Phenomenology and the cognitive sciences, 1(4), 413-425. https://doi.org/10.1023/A:1021303723047

Efland, A. (2002). Art and cognition: integrating the visual arts in the curriculum. Teachers College Press; National Art Education Association.

Eisner, E. W. (1988). Discipline-Based Art Education: Its Criticisms and Its Critics. Art Education, 41(6), (pp. 7–13). https://doi.org/10.2307/3193084

Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press

Elkins, J. (2001). Why art cannot be taught: A handbook for art students. Chicago: University of Illinois Press.

Elkins, J. (2009). Afterword: on beyond research and new knowledge. In K. Macleod, & L. Holdridge (Eds.), Thinking Through Art: Reflections on Art as Research (pp. 241-247). New York: Routledge.

Engel, A., Friston, K. and Kragic, D. (2015). Introduction: Where’s the Action? In A. K. Engel, K. J. Friston, and D. Kragic. (Eds.), The Pragmatic Turn. Toward Action-Oriented Views in Cognitive Science. (pp.1-15). MIT Press

Fauconnier, G., & Turner, M. (2008). The way we think: Conceptual blending and the mind's hidden complexities. Basic books.

Fincher-Kiefer, R. (2019). How the body shapes knowledge: Empirical support for embodied cognition. American Psychological Association

Friedenberg, J., Silverman, G., & Spivey, M. J. (2022). Cognitive science: an introduction to the study of mind (Fourth edition). SAGE Publications, Inc.

Frisina, W. G. 2002. The unity of knowledge and action: toward a nonrepresentational theory of knowledge. SUNY Press

Fuchs, T. (2020). The Circularity of the Embodied Mind. Frontiers in Psychology, 11, 1707. https://doi.org/10.3389/fpsyg.2020.01707

Funke, J., Fischer, A., Holt, D.V. (2018). Competencies for Complexity: Problem Solving in the Twenty-First Century. In: Care, E., Griffin, P., Wilson, M. (Eds.), Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Cham. https://doi-org.lib-ezproxy.concordia.ca/10.1007/978-3-319-65368-6_3

Jonassen, David H. (2004) Learning to solve problems: an instructional design guide. John Wiley & Sons, Inc.

Gallagher, S. (2017). Enactivist interventions: Rethinking the mind. Oxford University Press.

Gallagher, S. (2023). Embodied and enactive approaches to cognition. Cambridge University Press.

Gallagher, S. (2024), Phenomenology and Embodied Cognition. In L. Shapiro and S. Spaulding (Eds.), Routledge Handbook of Embodied Cognition. (pp. 13-22). Routledge.

Gardner, H. (1983). Artistic Intelligences. Art Education, 36(2), 47–49. https://doi.org/10.1080/00043125.1983.11653400

Gardner, H. (1989). Zero-Based Arts Education: An Introduction to ARTS PROPEL. Studies in Art Education, 30(2), 71–83. https://doi.org/10.2307/1320774

Gardner, H. (2006). The development and education of the mind: The selected works of Howard Gardner. Routledge.

Gibson, E. J. and Pick. A. D., 2000. An Ecological Approach to Perceptual Learning and Development. Oxford University Press, Inc.

Gibson, J. J. (2015). The ecological approach to visual perception (Classic edition). Psychology Press. (Original work published in 1979).

Goldstone, L., and Byrge, L. (2015). Perceptual Learning. in M. Matthen (Ed.), The Oxford Handbook of Philosophy of Perception (online edition, Oxford Academic. https://doi.org/10.1093/oxfordhb/9780199600472.013.029, accessed 25 Apr. 2025.

Goodman, N. (1976). Languages of art: an approach to a theory of symbols (2d ed). Hackett.

Gore, J., Banks, A. P., & McDowall, A. (2018). Developing cognitive task analysis and the importance of socio-cognitive competence/insight for professional practice. Cognition, Technology & Work, 20(4), 555–563. https://doi.org/10.1007/s10111-018-0502-2.

Gourlay, S. (2006). Towards conceptual clarity for ‘tacit knowledge’: a review of empirical studies. Knowledge Management Research & Practice, 4(1), 60–69.

Gulliksen, M. S. (2017). Making matters? Unpacking the role of practical aesthetic making activities in the general education through the theoretical lens of embodied learning. Cogent Education, 4(1), DOI: 10.1080/2331186X.2017.1415108.
Heersmink, R. (2015). Dimensions of integration in embedded and extended cognitive systems. Phenomenology and the Cognitive Sciences, 14(3), 577–598.
https://doi.org/10.1007/s11097-014-9355-1

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2015). Studio thinking 2: The real benefits of visual arts education. Teachers College Press. New York

Hickman, R., & Kiss, L. (2013). Investigating cognitive processes within a practical art context: A phenomenological case study focusing on three adolescents. International Journal of Art & Design Education, 32(1), 97-108. https://doi.org/10.1111/j.1476-8070.2013.01748.x

Hoffman, R. R., & Militello, L. G. (2008). Perspectives on cognitive task analysis: historical origins and modern communities of practice. Taylor & Francis.

Holyoak, K. J., & Morrison, R. G. (2012). Thinking and Reasoning: A Reader’s Guide. In K. J. Holyoak, R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning. (pp. 1-7). Oxford University Press

Houghton, N. (2017). What are we teaching when we teach art? Journal of Research in Art Education, 18(2), 97-116.

Hutchins, E. (2005). Material anchors for conceptual blends. Journal of Pragmatics, 37(10), 1555–1577. https://doi.org/10.1016/j.pragma.2004.06.008

Hutto, D. D., & Myin, E. (2017). Evolving enactivism: Basic minds meet content. MIT press.

Ingar Brinck, 2007. Situated Cognition, Dynamic Systems, and Art: On Artistic Creativity and Aesthetic Experience. Janus Head, 9(2), 407-431.

Jarvis, M. (2007). Articulating the tacit dimension in artmaking. Journal of Visual Art Practice, 6(3), 201–213. https://doi.org/10.1386/jvap.6.3.201_1.

Johnson, M. (1987). The body in the mind. University of Chicago Press.

Johnson, M. (2017). Embodied mind, meaning, and reason: how our bodies give rise to understanding. The University of Chicago Press.

Johnson, M. L., & Tucker, D. M. (2021). Out of the cave: A natural philosophy of mind and knowing. MIT Press.

Johnson, M., (2015). The Aesthetics of Embodied Life. In A. Scarinzi (Ed.), Aesthetics and the embodied mind: beyond art theory and the cartesian mind-body dichotomy. (p. 23-38).
Springer.

Jonassen, D. H. (2011). Learning to solve problems: a handbook for designing problem-solving learning environments. Routledge.

Käufer, S. & Chemero, A., (2015). Phenomenology, an introduction. Polity Press

Kemmis, S., McTaggart, R. & Nixon, R. (2014) The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer Science & Business Media. https://doi.org/10.1007/978-981-4560-67-2

Kiefer, M. and Barsalou, L. W., (2013). Grounding the Human Conceptual System in Perception, Action, and Internal States. In W. Prinz, M. Beisert, and A. Herwig. Action Science. Foundations of an Emerging Discipline (pp. 381-407). MIT Press.

Kirsh, D. (2009). Projection, Problem Space and Anchoring. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2310-2315). Austin, TX: Cognitive Science Society.

Kirsh, D. (2009) Problem solving and situated cognition. In Robbins, P., & Aydede, M. (Eds.). The Cambridge handbook of situated cognition. (pp. 264-306). Cambridge University Press.

Kirsh, D. (2013). Embodied cognition and the magical future of interaction design. ACM Transactions on Computer-Human Interaction (TOCHI), 20(1), 3.1-3.30. DOI: http://dx.doi.org/10.1145/2442106.2442109

Kövecses, Z. (2015). Where metaphors come from: reconsidering context in metaphor. Oxford University Press

Kozbelt, A., and Ostrofsky, J. (2018). Expertise in drawing. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed.). (pp. 576–596). Cambridge University Press. https://doi.org/10.1017/9781316480748.030

Kozbelt, A., Seidel, A., El Bassiouny, A., Mark, Y., and Owen, D. R. (2010). Visual selection contributes to artists' advantages in realistic drawing. Psychology of Aesthetics, Creativity, and the Arts, 4(2), 93.

Ladyman, J and Wiesner, K (2020). What Is a Complex System? Yale University Press

Lakoff, G. (2006). The Neuroscience of Form in Art. In M.Turner (Ed.), The artful mind: cognitive science and the riddle of human creativity. (pp. 153-169). Oxford University Press.

Lakoff, G., and Johnson, M. (1980). Metaphors we live by. University of Chicago press,

Lakoff, G. (2018). Ten Lectures on Cognitive Linguistics. Brill

Lakoff, G. (2012). Explaining Embodied Cognition Results. Topics in Cognitive Science, 4(4), 773–785. https://doi.org/10.1111/j.1756-8765.2012.01222.x

Lehmann, A. S. (2012). How materials make meaning. Netherlands Yearbook for History of Art/Nederlands Kunsthistorisch Jaarboek. 62(1), 6-26.

Lovett, A., & Forbus, K. (2017). Modeling visual problem solving as analogical reasoning. Psychological Review, 124(1), 60–90. https://doi.org/10.1037/rev0000039

Lowenfeld, V. (1949). Technique and Creative Freedom. Art Education, 2(1), 1–3. https://doi.org/10.2307/3183754
Malafouris, L and Koukouti, M.D. (2018). How the Body Remembers its Skills. Memory and Material Engagement. Journal of Consciousness Studies, 25, No. 7–8, pp. 158–80

Malafouris, L. (2013). How things shape the mind: a theory of material engagement. The MIT Press.

Malafouris, L. (2019). Mind and material engagement. Phenomenology and the Cognitive Sciences, 18(1), 1–17. https://doi.org/10.1007/s11097-018-9606-7.

Malafouris, L. (2021). Mark making and human becoming. Journal of Archaeological Method and Theory, 28, 95-119. doi:https://doi.org/10.1007/s10816-020-09504-4

March, P. L., & Malafouris, L. (2023). Art through material engagement… and vice versa. In L. J. Ball and F. Vallée-Tourangeau (Eds). The Routledge international handbook of creative cognition. (pp. 585-604). Routledge. DOI: 10.4324/9781003009351-37

Marinkovic-Forte, B. (2011). Tacit Knowledge: Painting, Thinking & Teaching [Dissertation, Concordia University]. http://central.bac-lac.gc.ca/.redirect?app=damspub&id=048bc653-51df-4984-bee0-edf7f6f7c37b

Marinkovic, B. (2021). Tacit knowledge in painting: From studio to classroom. International Journal of Art & Design Education, 40(2), 389-403. https://doi.org/10.1111/jade.12354

Matthews, M. (2019). Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox. International Journal of Art & Design Education, 38(4), 843-866.

McGuirk, T. (2012). Drawing and intellectualism: Contested paradigms of knowledge. Art, Design & Communication in Higher Education, 10(2), 217–231. https://doi.org/10.1386/adch.10.2.217_1

McIntyre, P. (2016). General systems theory and creativity. In In P. McIntyre, J. Fulton, & E. Paton (Eds.), The Creative System in Action: Understanding Cultural Production and Practice (pp. 13-26). Springer eBooks. Palgrave Macmillan. https://doi.org/10.1057/9781137509468.

Meadows, D. H. (2009). Thinking in systems: A primer. Earthscan Publishing

Menary, R. (2010). Introduction: The Extended Mind in Focus. in Richard Menary (Ed.), The Extended Mind. (pp. 1-26). MIT Press.

Montarou, C. (2012). Drawing as a “head over heels” thought process: understanding the meaning of fragmentation in the act of drawing. Nordic Journal of Art & Research, 1(1).

Moore, K. (2010). Overlooking the visual: demystifying the art of design. Routledge.

Nagel, T. (1974). What Is It Like to Be a Bat? The Philosophical Review, 83(4), 435–450. https://doi.org/10.2307/2183914.

Niedderer, K. (2022). Mapping the nature of knowledge in creative and practice-based research. In C. Vear, L. Candy, & E. Edmonds (Eds.), The Routledge international handbook of practice-based research. (pp. 241-254). Routledge.

Newall, M. (2019). A Philosophy of the Art School. New York: Routledge.

Noë, A. (2004). Action in perception. MIT Press.

Nonaka, I., & von Krogh, G. (2009). Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory. Organization Science, 20(3), 635–652.

O’Regan, J. K. and Noë, A. (2001). What it is like to see: A sensorimotor theory of perceptual experience. Synthese : An International Journal for Epistemology, Methodology and Philosophy of Science, 129(1), 79–103. https://doi.org/10.1023/A:1012699224677

Orr, S., and Shreeve , A. (2018). Art and design pedagogy in higher education: Knowledge, values and ambiguity in the creative curriculum. New York: Routledge.

Palmiero, M., Piccardi, L., Giancola, M., Nori, R., D’Amico, S., and Olivetti Belardinelli, M. (2019). The format of mental imagery: from a critical review to an integrated embodied representation approach. Cognitive Processing : International Quarterly of Cognitive Science, 20(3), 277–289. https://doi.org/10.1007/s10339-019-00908-z

Pappas, G. F. (2022). John Dewey’s Radical Logic: The Function of the Qualitative in Thinking. Análisis. Revista de investigación filosófica, 9(2), 241-279.

Parsons, M., Stokrocki, M., David, K., Watts, J., Huang, H., Delgado, W., and Henderson, L., (2005) Review, Studies in Art Education, 46:4, 369-384, DOI: 10.1080/00393541.2005.11651

Penny, S. (2019). Enactive-performative perspectives on cognition and the arts. AI & Society: Journal of Knowledge, Culture and Communication, 34(2), 243–249. https://doi.org/10.1007/s00146-018-0801-4

Polanyi, M. (1958). Personal Knowledge Towards a Post-Critical Philosophy. University of Chicago Press.

Polanyi, M. (1966). The Tacit Dimension. University of Chicago press.

Polanyi, M. (1969). Knowing and Being: Essays by Michale Polanyi. (M. Grene, Ed.) Chicago: University of Chicago Press.

Proulx, J., & Simmt, E. (2016). Distinguishing enactivism from constructivism: engaging with new possibilities. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 99–106. Szeged, Hungary: PME.

Quiviger, F. (2002). Renaissance Art Theories. In P. Smith, & C. Wilde (Eds.), A Companion to Art Theory. (pp. 49-60). London: John Wiley & Sons.

Reid, D. A., & Mgombelo, J. (2015). Survey of key concepts in enactivist theory and methodology. ZDM: Mathematics Education, 47(2), 171–183. https://doi.org/10.1007/s11858-014-0634-7

Reynolds, J. (2020). Embodiment and Emergence: Navigating an Epistemic and Metaphysical Dilemma. Journal of Transcendental Philosophy, 1(1), 135–159. https://doi.org/10.1515/jtph-2019-0008

Richardson, M. J., & Chemero, A. (2024). Complex dynamical systems and embodiment. In L. A. Shapiro & S. Spaulding. The Routledge handbook of embodied cognition Routledge. (Second edition., pp. 63-75). Routledge. https://doi.org/10.4324/9781003322511

Rietveld, E., & Kiverstein, J. (2014). A Rich Landscape of Affordances. Ecological Psychology, 26(4), 325–352. https://doi.org/10.1080/10407413.2014.958035

Robertson, S. I. (2017). Problem solving: perspectives from cognition and neuroscience (Second edition). Routledge; Taylor & Francis. https://doi.org/10.4324/9781315712796.

Runco, M. A. (2014). Creativity: Theories and Themes: Research, Development, and Practice (2nd ed). Elsevier Science.

Ryle, G. (1945). Knowing How and Knowing That: The Presidential Address. Proceedings of the Aristotelian Society, 46, 1–16.

Saldana, J. (2016). The Coding Manual for Qualitative Researchers. (3rd Ed.) Sage Publications

Samaniego, M., Usca, N., Salguero, J., & Quevedo, W. (2024). Creative Thinking in Art and Design Education: A Systematic Review. Education Sciences, 14(2), 192. https://doi.org/10.3390/educsci14020192

Sawyer, R. K. (2012). Explaining creativity: the science of human innovation. (2nd. Ed.) Oxford University Press

Sawyer. (2018). Teaching and Learning How to Create in Schools of Art and Design. The Journal of the Learning Sciences, 27(1), 137–181. https://doi.org/10.1080/10508406.2017.1381963

Schatzki, T. R. (2001). Practice theory. In T. R. Schatzki, K. Knorr Cetina, & E. von Savigny (Eds.), The Practice Turn in Contemporary Theory (pp. 10 - 23). New York: Routledge.

Schon, D. A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books.

Searle , J. R. (2004). Mind: a brief introduction. Oxford University Press.

Searle , J. R. (2015). Seeing things as they are: a theory of perception. Oxford University Press

Shadbolt, N. R., & Smart, P. S. (2015). Knowledge Elicitation: Methods, Tools and Techniques. In J. R. Wilson, & S. Sharples (Eds.), Evaluation of human work (4th Ed) (pp. 163-200). CRC Press,Taylor & Francis Group.
Shapiro, L (2019). Embodied cognition. (Second Edition). Routledge

Simon Penny (2017). Making sense: cognition, computing, art, and embodiment. The MIT Press

Singerman, H. (1999). Art subjects: Making artists in the American university. University of California Press: Berkely.

Singerman, H. (2012). Afterword: a reserve army of intellectuals. In J. Elkins (Ed.), What do artists know? (pp. 205-215). The Pennsylvania State University Press.

Skyttner, L. (2005). General systems theory: Problems, perspectives, practice. World scientific.

Smith, P. (1989). Lowenfeld in a Viennese Perspective: Formative Influences for the American Art Educator. Studies in Art Education, 30(2), 104–114. https://doi.org/10.2307/1320777

Stankiewicz, S. (2011). Qualitative thought, thinking through the body, and embodied thinking: Dewey and his successors. In L. A. Hickman (Ed.), The continuing relevance of John Dewey: reflections on aesthetics, morality, science, and society. (pp. 101-118). Brill.

Sullivan, G. (2010) Artistic cognition and creativity, in M. Biggs & K. Henrik (Eds.), The Routledge Companion to Research in the Arts. (pp. 99–119). Routledge

Tanggaard, L. (2014). A Situated Model of Creative Learning. European Educational Research Journal, 13(1), 107–116. https://doi.org/10.2304/eerj.2014.13.1.107

Taylor, J. R., & Littlemore, J. (2014). Introduction. In J. Littlemore, J., & J. R. Taylor. Bloomsbury Companion to Cognitive linguistics. (pp. 1-27) Bloomsbury Academic. http://site.ebrary.com/id/10875763

Thompson, E., & Stapleton, M. (2009). Making Sense of Sense-Making: Reflections on Enactive and Extended Mind Theories. Topoi : An International Review of Philosophy, 28(1), 23–30. https://doi.org/10.1007/s11245-008-9043-2

Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching Thinking Dispositions: From Transmission to Enculturation. Theory into Practice, 32(3), 147.

Tofel-Grehl, C., & Feldon, D. F. (2013). Cognitive task analysis–based training: a meta-analysis of studies. Journal of cognitive engineering and decision making, 7(3), 293-304.

Treffinger, D. J., Selby, E. C., & Isaksen, S. G. (2008). Understanding individual problem-solving style: A key to learning and applying creative problem solving. Learning and Individual Differences, 18(4), 390–401. https://doi.org/10.1016/j.lindif.2007.11.007

Turner, M. (2006) The Art of Compression. In M. Turner (Ed.), The Artful Mind. Cognitive Science and the Riddle of Human Creativity. (pp. 93-113). Oxford University Press.

Tversky, B. (2014). Visualizing Thought. In W. Huang (Ed.), Handbook of Human Centric Visualization. (pp. 3-40). Springer Science Business Media.

Tversky, B. (2005). Visuospatial Reasoning. In K. J.Holyoak & R. G. Morrison. The Cambridge handbook of thinking and reasoning. (pp. 209-240). Cambridge University Press.

Vaisvaser, S. (2021). The Embodied-Enactive-Interactive Brain: Bridging Neuroscience and Creative Arts Therapies. Frontiers in Psychology, 12, 634079. https://doi.org/10.3389/fpsyg.2021.634079

Varela, F.J., Thompson, E. & Rosch, E. (2016) The Embodied Mind. Cognitive Science and Human Experience. (Revised edition). MIT Press (Original work published 1991)

Vernon, D., Lowe, R., Thill, S., & Ziemke, T. (2015). Embodied cognition and circular causality: on the role of constitutive autonomy in the reciprocal coupling of perception and action. Frontiers in Psychology, 6, 1660. https://doi.org/10.3389/fpsyg.2015.01660

Ware, C. (2021). Information visualization : perception for design (Fourth edition). Morgan Kaufmann. https://www.sciencedirect.com/science/book/9780128128756

Whelan, L., Maher, C., & Deevy, C. (2017). Towards a University Design School. Restoring the value of tacit knowledge through assessment. The Design Journal, 20(sup1), S1459–S1470. https://doi.org/10.1080/14606925.2017.1352670