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This concise volume addresses the question of whether or not language, and its structure in literary discourses, determines individuals’ mental "vision," employing an innovative cross-disciplinary approach using readers’ drawings of their mental imagery during reading. The book engages in critical dialogue with the perceived wisdom in stylistics rooted in Roger Fowler’s seminal work on deixis and point of view to test whether or not this theory can fully account for what readers see in their mind's eye and how they see it. The work draws on findings from a study of English and Dutch across a range of literary texts, in which participants read literary text fragments and were then asked to immediately draw representations of what they had seen envisioned. Building on the work of Fowler and more recent theoretical and empirical language-based studies in the area, Klomberg, Schilhab, and Burke argue that models from embodied cognitive science can help account for anomalies in evidence from readers’ drawings, indicating new ways forward for interdisciplinary understandings of individual meaning construction in literary textual interfaces. This book will be of interest to students and scholars in stylistics, cognitive psychology, rhetoric, and philosophy, particularly those working in the field of embodied cognition.

This book operationalises the new field—EmLearning—that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended. Chapters highlight empirical data, providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly and suggesting a fundamental change to the way learning, education, and curriculum design are viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices. Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of use to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly.