The article aims to present three contemporary educational models, conceptually related to a great extent, that purposefully develop creative, critical and analytical thinking and the corresponding competencies: that of embodied education, of „enactivated“ education (education through intended action), and of kinesthetic education. The models are beneficial to comparative analysis, as all three are distinguished by a clearly expressed phenomenological conceptual basis, which accordingly determines the approach of the present analysis: if 1) the concept of embodied education emphasizes education and training based on the experience of the body, movement and sensory perception as the first tools for cognitive development in the modern world (Gallagher, Kersting), then 2) the enactivist concept (Varela, Thompson and Roche; Hutto; Jurgens) focuses on the „generation“ of significant areas through the activity, the activity of the organism in interaction with its environment, and 3) the kinesthetic concept (Sheets-Johnston, Lengel and Kuchala) defends the primacy of movement over embodiment and enactivism, since the latter represent units of experience, but there is no explanation of how these units acquire continuity, which explanation we can find in the idea of movement as the basis of experience.
Sylvia Borissova (Wed,) studied this question.