A Heideggerian Approach to the Embodied Cognition and Problem of Constitution in the Cognitive Science

In this article, we discuss how body plays a role in cognition. For this purpose, constitutive and causal approaches in the cognitive science are reviewed. This review addresses the problems of these approaches, including that both of them ultimately lead to a Cartesian-objective understanding of body-cognition relationship as well as reduce the body to the physical body. In addition, proponents of constitutive approach such as Clark cannot reconstruct the phenomenological formulation of constitution at the embodied cognition, which results in return of Cartesian approach to cognition. Given Heidegger's phenomenological approach, we explain these problems and suggest a way to overcome them. Heideggerian foundations help us to formulate two notions of embodiment: ready-to-hand embodiment and fundamental embodiment. Both notions of embodiment deny the physicalist understanding of embodiment which is dominant in cognitive science. In the next step, we examine Heidegger's attempt to move to a more fundamental level in the analysis of being in view of his hints about embodiment in Being and Time and explain why Heidegger does not remain at the embodied analysis of being

The effect of in-service training on the dimensions of empowerment and Professional development of primary teachers according to paragraph 3 of the general policies "transformation in the basic education system"

Teachers are known as one of the most important variables in need of change in order to improve educational systems. The goal of this research; The effect of in-service training on the dimensions of empowerment and development of primary teachers according to paragraph 3 of the general policies "transformation in the basic education system". The research was conducted in terms of purpose, application, and semi-experimental intervention method (pre-test-post-test design with control group). Statistical Society; All the teachers of primary schools in Qazvin city (200 people) in 2021-2022, 30 people were selected by available sampling method. They were randomly placed in the experimental and control groups. research tools; The professional development questionnaire was Nova (2008) and Spritz empowerment (1995). Descriptive statistics (frequency distribution tables, standard deviation) and inferential statistics (Kolomgorov Smirnov test, Levin test, t test and multivariate analysis of variance) were used for data analysis.The results showed that in-service training with a coefficient of 0.84 and 0.81 on the empowerment and professional development of teachers, as well as on the sense of autonomy (0.32), sense of significance (0.38), sense of competence (53 0.0), feeling effective (effect ratio 0.42), feeling confident (0.43), meaningfulness (0.38), planning skills (0.64), teacher evaluation (45 0.0), classroom management (0.48), teaching method (0.44) of primary school teachers in Qazvin city has an effect. According to the results, it is necessary for the authorities to pay special attention to the two factors of professional development and teacher empowerment and give a special place to in-service training