Akhil K. Singh, Ph.D. (IIT Jodhpur, India), specializes in educational philosophy and psychology. His work focuses on holistic, child-centric learning environments and embodied pedagogies. He is a fervent advocate for engaging children with philosophy.

• PrefaceAcknowledgementsList of FiguresAbbreviations1 Introduction1 Overview of the Chapters2 The Interplay between Education and Human Nature1 The Role of Education in Human Society2 Transforming Human Nature through Education3 Insights from Global Perspectives: A Tri-Continental View4 Conclusion3 Understanding Human Nature: Theories and Debates1 Historical Survey of Theories of Human Nature2 Challenges in Defining What It Means to Be Human3 Modern Approaches to Understanding Human Nature4 Conclusion4 Foundations of Embodied Human Nature1 Inspirations for Embodied Cognition2 Building the Case for Embodied Cognition3 The Scientific and Philosophical Grounding of Embodiment4 Conclusion5 Rethinking Education through Embodied Approach1 Uncovering Dualistic Biases in Traditional Education2 The Roots of Dualism in Human Thought3 Towards an Embodied Approach in Education4 Conclusion6 Embodied Education in Practice: Designing Holistic Learning Environments1 The Outer Curriculum: Aligning Education with Embodied Human Nature2 The Inner Curriculum: Fostering Self-Awareness and Embodied Learning3 Conclusion7 Conclusion: A Path ForwardReferencesIndex

Akhil K. Singh, Ph.D. (IIT Jodhpur, India), specializes in educational philosophy and psychology. His work focuses on holistic, child-centric learning environments and embodied pedagogies. He is a fervent advocate for engaging children with philosophy.

• PrefaceAcknowledgementsList of FiguresAbbreviations1 Introduction1 Overview of the Chapters2 The Interplay between Education and Human Nature1 The Role of Education in Human Society2 Transforming Human Nature through Education3 Insights from Global Perspectives: A Tri-Continental View4 Conclusion3 Understanding Human Nature: Theories and Debates1 Historical Survey of Theories of Human Nature2 Challenges in Defining What It Means to Be Human3 Modern Approaches to Understanding Human Nature4 Conclusion4 Foundations of Embodied Human Nature1 Inspirations for Embodied Cognition2 Building the Case for Embodied Cognition3 The Scientific and Philosophical Grounding of Embodiment4 Conclusion5 Rethinking Education through Embodied Approach1 Uncovering Dualistic Biases in Traditional Education2 The Roots of Dualism in Human Thought3 Towards an Embodied Approach in Education4 Conclusion6 Embodied Education in Practice: Designing Holistic Learning Environments1 The Outer Curriculum: Aligning Education with Embodied Human Nature2 The Inner Curriculum: Fostering Self-Awareness and Embodied Learning3 Conclusion7 Conclusion: A Path ForwardReferencesIndex