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Murphy outlines how an enaction-Lecoq conversation can be beneficial to both research in Lecoq pedagogy and the development of the enactive paradigm. She explains how enacting Lecoq pedagogy can dispel confusion over and myths about the movement-based training. In addition, she asserts how applying Lecoq pedagogical insights to enaction may keep the cognitive approach grounded in a dynamic conception of embodied emergence. Murphy concludes her discussion by suggesting how Lecoq pedagogy is both epistemological and ontological, and shows how the pedagogy proposes its own continuity of life and creativity. Through suggestions of practical and theoretical interventions, Murphy elucidates how Lecoq's notion that "everything moves' could shape enactive research.

DOI: 10.1007/978-3-030-05615-5_6

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