THE BODY IS THE PROOF: EMBODIMENT AND MUSIC IN SPECIAL EDUCATION
##semicolon##
https://doi.org/10.46827/ejse.v12i8.7065##semicolon##
embodied resonance##common.commaListSeparator## mediated learning##common.commaListSeparator## special education##common.commaListSeparator## rhythmic and spatial awareness##common.commaListSeparator## mental imageryAbstrakt
This study explores bodily narratives as a shared learning path to understand human experiences, treating the body as a text that conveys life events, traumas, and social contexts. Drawing on Carlo Ginzburg's "clues paradigm," this approach highlights how small details can yield deep insights into the human condition. The research emphasizes the role of shared bodily sensations and emotional connections, noting that our interactions significantly influence our feelings. Central to this pedagogical inquiry is how shared bodily sensations and emotional connections shape our emotional landscapes. The study underscores the importance of motor activities and sensory experiences in everyday life, a notion particularly relevant in special education settings where listening and empathy play crucial roles. This aligns with Andrea Canevaro's advocacy for non-verbal communication and bodily expression as fundamental components of human interaction. Supporting this framework, research indicates that foundational rhythmic structures in children begin to develop around six months of age and mature by the age of three, revealing a close association with the development of motor skills. By employing observational methodologies informed by Piaget’s and Vygotsky’s theoretical contributions, the study illustrates the intricate interplay between motor activities and cognitive development. Furthermore, the exploration of rhythmic and melodic synchronization reveals its potential to enhance teamwork and foster community engagement. The findings illustrate the connections between auditory and kinesthetic learning, contributing to a nuanced understanding of educational processes and how auditory experiences influence mental imagery. Finally, the study discusses how lived bodily experiences enrich the dynamics of verbal communication, ultimately suggesting that reflecting on bodily awareness fosters deeper self-understanding and stronger interpersonal relationships.##submission.citations##
Abril CR (2011). Music, Movement, and Learning, in Richard Colwell, and Peter Webster (eds), MENC Handbook of Research on Music Learning: Volume 2: Applications (New York, 2011; online edn, Oxford Academic, 27 May 2015), https://doi.org/10.1093/acprof:osobl/9780199754397.003.0003
Abrams RM, Griffiths SK, Huang X, Sain J, Langford G et al. (1998). Fetal music perception: The role of sound transmission. Music Perception, 15, 307-317. https://doi.org/10.2307/40285770
Ammaniti M. & Ferrari P (2013). Vitality Affects in Daniel Stern's Thinking—A Psychological and Neurobiological Perspective. Infant Mental Health Journal, 34: 367-375. https://doi.org/10.1002/imhj.21405
Arató F, Fridrich M (2026). Game, Play, and Learning: An Analytical Framework for Differentiating Game-Based Approaches from an Educational Perspective. Tech Know Learn. https://doi.org/10.1007/s10758-026-09980-9
Argyle M (1975). Bodily communication. International Universities Press. Retrieved from https://books.google.ro/books/about/Bodily_Communication.html?id=wsMOAAAAQAAJ&redir_esc=y
Arzy, S. (2021). Agency, Ownership and the Potential Space. Brain Sciences, 11(4), 460. https://doi.org/10.3390/brainsci11040460
Baroni M (1978). Suoni e Significati, Guaraldi Edizioni, Rimini. Retrieved from https://books.google.ro/books/about/Suoni_e_significati.html?hl=it&id=0RvWJyb2_9MC&redir_esc=y
Barra V (2025). Corporeality and educational sustainability: embodied perspectives for a transformative pedagogy. Journal of Inclusive Methodology and Technology in Learning and Teaching, 5(2). https://www.inclusiveteaching.it/index.php/inclusiveteaching/article/view/351
Barrett MS (2006). Inventing songs, inventing worlds: the ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220. https://doi.org/10.1080/09669760600879920
Bertin-Renoux, A. (2025). Embodied and Enactive Creativity: Moving Beyond the Mind–Body Dichotomy in School Education. The Journal of Creative Behavior, 59:e651. https://doi.org/10.1002/jocb.651
Besançon M, Dutertre B & Lubart T (2026). Embodied Pedagogies, Physical Activity and Creativity in School-Aged Children: A Systematic Review. Educational Sciences, 16(9), 1377. https://doi.org/10.3390/educsci16091377
Brown S, Martinez MJ, Parsons LM (2006). The Neural Basis of Human Dance. Cerebral Cortex. Vol. 16, (8), 1157–1167. https://doi.org/10.1093/cercor/bhj057
Caclin A, McAdams S, Smith BK & Winsberg S (2005). Acoustic correlates of timbre space dimensions: a confirmatory study using synthetic tones. The Journal of the Acoustical Society of America, 118(1), 471-482. https://doi.org/10.1121/1.1929229
Calvin WH (1996). The Cerebral Code: Thinking in the Mosaic of the Mind. Cambridge (Mass). MIT Press. Retrieved from https://books.google.ro/books/about/The_Cerebral_Code.html?id=j8WORA76I6sC&redir_esc=y
Calvin WH (1998). The Emergence of Intelligence. Scientific American Presents,9(4), 44-51, (November 1998), See also https://williamcalvin.com/1990s/1998SciAmer.htm
Canevaro A (2014). Educazione come inclusione. Civitas educationis. Education, Politics, and Culture, 3(1). Retrieved from https://universitypress.unisob.na.it/ojs/index.php/civitaseducationis/article/view/93
Canevaro A (1996). Potenziali individuali di apprendimento. Firenze: La Nuova Italia. Retrieved from https://www.unilibro.it/libro/berlini-m-g-cur-canevaro-a-cur-/potenziali-individuali-apprendimento-connessioni-differenze-ricerca-partecipata/9788822116925?srsltid=AU7gw4UtuD_BbsG-ztImcLtByNm-5G7sgphVk6L-MGe7k2fTOxJV6gzt
Canevaro A (1980). L’apprendimento: il gioco e il lavoro. In A. Canevaro, G. Pedrini, F. Zattoni, Il corpo come misura del gioco e dell’apprendimento (pp. 13-15). Bologna: Cappelli.
Canevaro A (1979). Educazione e handicappati. Firenze: La Nuova Italia.
Canevaro A, Rossini S (1983). Dalla psicomotricità ad una diversa educazione fisica. Torino: Omega. Retrieved from https://www.unilibro.it/libro/canevaro-andrea-rossini-serafino/psicomotricita-ad-diversa-educazione-fisica/9788872410349?srsltid=AU7gw4Vy2e9Jk-zNrUpYT5SyjGirzmBi4jT8n1v1Sr2ia0ea8nZnvgp2
Canevaro A, Pedrini G, Zattoni F (1980). Il corpo come misura del gioco e dell’apprendimento. Bologna: Cappelli.
Carboni M (2013). Sulle “tracce” della corporeità nella pedagogia speciale. Italian Journal of Special Education for Inclusion, anno I, n. 1, 49-64, Pensa Multimedia, Lecce. Retrieved from https://www.researchgate.net/publication/240689019_Sulle_tracce_della_corporeita_nella_pedagogia_speciale_-_Following_the_Traces_of_Corporeality_in_the_Special_Education_and_Beyond
Carboni M (2012b). Le tracce del corpo, i riflessi dello sguardo. Pratiche e gesti dell'aiuto educativo, Pensa MultiMedia Edizioni, Lecce. Retrieved from https://www.researchgate.net/publication/236899611_LE_TRACCE_DEL_CORPO_I_RIFLESSI_DELLO_SGUARDO_Pratiche_e_gesti_dell'aiuto_educativo
Carboni M (2012a). Identità corporea e sviluppo della persona nel Taiji: aspetti formativi e metodologici. In F. Daniele, Le Tre Vie del Tao (pp. 164-183). Bologna: CALIEL. Retrieved from https://www.researchgate.net/publication/236904220_Identita_corporea_e_sviluppo_della_persona_nel_Taiji_aspetti_formativi_e_metodologici
Carboni M (2005). Musicopedagogia. L’esperienza sonoro-musicale come aiuto alla persona nella relazione pedagogico-clinica. Roma: Ma.Gi.
Carboni M (1996). Essere il suono. In R. Mantegazza (a cura di), Per una pedagogia narrativa. Bologna: EMI. https://doi.org/10.13140/RG.2.1.3745.7362
Carboni M (1987) Il gioco e la creatività tra metafora e metonimia: una rilettura comparata di J. Piaget e L.S. Vygotskij. Alla Bottega, Rivista Bimestrale di Cultura ed Arte, 1-6. https://doi.org/10.5281/zenodo.22299466
Cascio, C. J. (2010). Somatosensory processing in neurodevelopmental disorders. Journal of Neurodevelopmental Disorders, 2(2), 62-69. https://doi.org/10.1007/s11689-010-9046-3
Clapper TC (2015). Cooperative-Based Learning and the Zone of Proximal Development. Simulation & Gaming, 46(2). https://doi.org/10.1177/1046878115569044
Clarke E (2001). Meaning and the Specification of Motion in Music. Musicae Scientiae, 5, 213 - 234. https://doi.org/10.1177/102986490100500205
Delalande F (1983). Le condotte musicali. Milano: Clueb, Bologna.
Delalande F, Celeste B, Dumaurier E (1982). L’enfant, du sonore au musical. Paris: ina/Buchet-Chastel.
Eco U (1971). Le forme del contenuto. Milano: Bompiani.
Effenberg AO & Schmitz G (2018). Acceleration and deceleration at constant speed: Systematic modulation of motion perception by kinematic sonification. Annals of the New York Academy of Sciences, 1425(1), 52-69. https://doi.org/10.1111/nyas.13693
Eitan Z, Granot RY (2006).; How Music Moves: Musical Parameters and Listeners Images of Motion. Music Perception, 1, 23 (3): 221–248. https://doi.org/10.1525/mp.2006.23.3.221
Eitan Z, Granot RY (2004). Musical parameters and images of motion. In R. Parncutt, A. Kessler, F. Zimmer (Eds.), Proceedings of the Conference on Interdisciplinary Musicology (CIM04), Graz/Austria, 15-18 April 2004. https://doi.org/10.1525/mp.2006.23.3.221
Eitan Z, & Rothschild I (2011). How music touches: Musical parameters and listeners’ audio-tactile metaphorical mappings. Psychology of Music, 39(4), 449-467. https://doi.org/10.1177/0305735610377592
Ellerani P, Colagè I., Maschio N D & Buccino G (2023). The role of sensorimotor experience and embodiment in education: evidence from neuroscience and a historical perspective. Rivista Italiana di Filosofia del Linguaggio. https://doi.org/10.4396/20252V01
Ferreira JM (2021).What If We Look at the Body? An Embodied Perspective of Collaborative Learning. Educational Psychology Review, 33, 1455–1473. https://doi.org/10.1007/s10648-021-09607-8
Fink RS (1976). Role of Imaginative Play in Cognitive Development. Psychological Reports, 39(3), 895-906. https://doi.org/10.2466/pr0.1976.39.3.895
Fogel A (2013). Body Sense: The Science and Practice of Embodied Self-Awareness. Publisher: W.W. Norton, ISBN: 978-0-393-70866-0. Retrieved from https://www.researchgate.net/publication/363485059_Body_Sense_The_Science_and_Practice_of_Embodied_Self-Awareness
Fogel, A (2011). Embodied Awareness: Neither Implicit nor Explicit, and Not Necessarily Nonverbal. Child Development Perspectives, 5(3), 183-186. https://doi.org/10.1111/j.1750-8606.2011.00177.x
Freedberg D, Gallese V (2006). Motion, emotion and empathy in esthetic experience. Trends in Cognitive Sciences, 11(5):197-203. https://doi.org/10.1016/j.tics.2007.02.003
Fuchs T (2002). The Challenge of Neuroscience: Psychiatry and Phenomenology today. Psychopathology, 35, 319-326. https://doi.org/10.1159/000068593
Fuchs T & Koch SC (2014). Embodied affectivity: on moving and being moved. Frontiers in Psychology, 5:508. https://doi.org/10.3389/fpsyg.2014.00508
Fuchs, T. (2017). Intercorporeality and Interaffectivity, in: C. Meyer, J., Streeck, J. S., Jordan (Eds.) Intercorporeality: Emerging Socialities in Interaction. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190210465.003.0001
Galimberti U (1983). Il corpo. Milano: Feltrinelli.
Gallese V (2003). The roots of empathy: the shared manifold hypothesis and the neural basis of intersubjectivity. Psychopathology, 36(4):171-80. https://doi.org/10.1159/000072786
Gallese V (2007). Dai neuroni specchio alla consonanza intenzionale. Meccanismi neurofisiologici dell'intersoggettività. Rivista di Psicoanalisi, Vol. LIII, fascicolo 1, 197-208. https://doi.org/10.1422/20950
Gallese V., Rochat M., Cossu G., Sinigaglia C. (2009). Motor Cognition and Its Role in the Phylogeny and Ontogeny of Action Understanding. Developmental Psychology, 45, 1, 103-113. https://doi.org/10.1037/a0014436
Gallese V, Eagle MN & Migone P (2007). Intentional Attunement: Mirror Neurons and the Neural Underpinnings of Interpersonal Relations. Journal of the American Psychoanalytic Association, 55(1), 131-176. https://doi.org/10.1177/00030651070550010601
Gardner H (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Retrieved from https://books.google.ro/books/about/Frames_of_Mind.html?id=ObgOAAAAQAAJ&redir_esc=y
Gardner H (1993). Educating for understanding. American School Board Journal, 180(7), 20–24. Retrieved from https://eric.ed.gov/?id=EJ466853
Getchell N (2007). Developmental aspects of perception-action coupling in multi-limb coordination: rhythmic sensorimotor synchronization. Motor Control, 11(1):1-15. PMID: 17392564. Retrieved from https://pubmed.ncbi.nlm.nih.gov/17392564/
Ginzburg C (1986). Spie. Radici di un paradigma indiziario, In Carlo Ginzburg, Miti, emblemi, spie. Morfologia e storia, Torino, Einaudi 1986, pp. 158-193. Retrieved from https://search.worldcat.org/title/Miti-emblemi-spie-:-morfologia-e-storia/oclc/16127640
Golbeck SL & Liben LS (1988). A Cognitive-Developmental Approach to Children's Representations of the Environment. Children's Environments Quarterly, Vol. 5, No. 3, 46-53. Retrieved from https://journals.uc.edu/index.php/cye/en/article/view/7697
Guerra Lisi S (1984). Educare attraverso il corpo nella globalità dei linguaggi. In L. M. Lorenzetti (a cura di), Il corpo-gioco. Milano: Franco Angeli. Retrieved from https://books.google.ro/books/about/%CB%86Il_corpo_gioco.html?id=EzKTzgEACAAJ&redir_esc=y
Henry A (1971). Métonymie et métaphore. Klincksieck. Retrieved from https://www.chasse-aux-livres.fr/prix/F035403117/metonymie-et-metaphore-albert-henry
Jamrozik A, McQuire M, Cardillo ER, Chatterjee A (2016). Metaphor: Bridging embodiment to abstraction. Psychonomic Bulletin & Review, 23(4):1080-9. https://doi.org/10.3758/s13423-015-0861-0
Jeannerod M (1994). The representing brain: Neural correlates of motor intentions and imagery. Behavioral and Brain Sciences. Cambridge: University Press. https://doi.org/10.1017/S0140525X00034026
Johnson DW, Johnson RT (1994). Learning together. In S. Sharan (a cura di), Handbook of cooperative learning methods (pp. 51-65). Westport: The Greenwood Press. Retrieved from https://books.google.ro/books/about/Handbook_of_Cooperative_Learning_Methods.html?id=2zXDEAAAQBAJ&redir_esc=y
Juntunen M & Hyvönen L (2004). Embodiment in Musical Knowing: How Body Movement Facilitates Learning within Dalcroze Eurhythmics. British Journal of Music Education, 21(2), 199-214. https://doi.org/10.1017/S0265051704005686
Kamp J v, Withagen R & Orth D (2019). On the Education About/of Radical Embodied Cognition. Frontiers in Psychology, 10:2378. https://doi.org/10.3389/fpsyg.2019.02378
Kivijärvi, S., Sutela, K. & Ahokas, J. R. (2016). A conceptual discussion of embodiment in special music education: Dalcroze Eurhythmics as a case. Approaches: An Interdisciplinary Journal of Music Therapy, 8(2), pp. 169-178. https://doi.org/10.56883/aijmt.2016.339
Kohn D & Eitan Z (2009). Musical Parameters and Children's Movement Responses. Proceedings of the 7th Triennial Conference of European Society for the Cognitive Sciences of Music (ESCOM 2009) Jyväskylä, Finland, Jukka Louhivuori, Tuomas Eerola, Suvi Saarikallio, Tommi Himberg, Päivi-Sisko Eerola (Editors). Retrieved from https://jyx.jyu.fi/bitstreams/9256c37f-9ad9-4815-8e79-133ace799c6f/download
Kolesnikov A, Bamford JS, Andrade E, Montalti M, Calbi M, Langiulli N, Parmar M, Guerra M, Gallese V, & Umiltà MA (2023). Kinetic Cross-Modal Correspondences and Felt (e)Motion in a Novel Set of Musical Stimuli. Music & Science, 6. https://doi.org/10.1177/20592043231214686
Kosmas P, Ioannou A & Retalis S (2018). Moving Bodies to Moving Minds: A Study of the Use of Motion-Based Games in Special Education. TechTrends, 62(6), 594-601. https://doi.org/10.1007/s11528-018-0294-5
Lewis V, Boucher J, Lupton L & Watson S (2000), Relationships Between Symbolic Play, Functional Play, Verbal And Non-Verbal Ability In Young Children. International Journal of Language & Communication Disorders, 35: 117-127. https://doi.org/10.1080/136828200247287
Macedonia M (2019). Embodied Learning: Why at School the Mind Needs the Body. Frontiers in Psychology, 10:2098. https://doi.org/10.3389/fpsyg.2019.02098
Merriam AP (1964). The Anthropology of Music, Northwestern University Press, Evanston, Illinois. Retrieved from https://books.google.ro/books/about/The_Anthropology_of_Music.html?id=4bUAFf8CWosC&redir_esc=y
Mittelberg I (2019) Visuo-Kinetic Signs Are Inherently Metonymic: How Embodied Metonymy Motivates Forms, Functions, and Schematic Patterns in Gesture. Frontiers in Psychology, 10:254. https://doi.org/10.3389/fpsyg.2019.00254
Morris D, Collett P, Peter Marsh P, O'Shaughnessay M (1979). Gestures: Their Origins and Distribution, Scarborough Book. Retrieved from https://www.abebooks.com/Gestures-Origins-Distribution-Morris-Desmond-Peter/30906426227/bd
Nilsson M, Ferholt B & Lecusay R (2018). The playing-exploring child: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, 19(3), 231-245. https://doi.org/10.1177/1463949117710800
O’Loughlin M (2006). Embodiment and Education: Exploring Creatural Existence. Springer Edition. Retrieved from https://books.google.ro/books/about/Embodiment_and_Education.html?id=r5-PSR-5Q6AC&redir_esc=y
Phillips-Silver J & Keller P E (2012). Searching for roots of entrainment and joint action in early musical interactions. Frontiers in Human Neuroscience, 6:26. https://doi.org/10.3389/fnhum.2012.00026
Piaget J (1968). Le structuralisme. Paris: PUF.
Radovanovic M, & Sommerville JA (2025). Embodied Cognition in Child Development, in Frank C Worrell (ed.), Oxford Research Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.886
Ruyer R (1964). L'animal, l'homme et la fonction symbolique. Paris: Gallimard. Retrieved from https://monoskop.org/images/5/5d/Ruyer_Raymond_L_Animal_l_homme_la_fonction_symbolique_1964.pdf
Sander L (2008). Living Systems, Evolving Consciousness, and the Emerging Person: A Selection of Papers from the Life Work of Louis Sander (G. Amadei, & I. Bianchi, Eds.) (1st ed.). Routledge. https://doi.org/10.4324/9780203837580
Schiavio A & Schyff DV (2018). 4E Music Pedagogy and the Principles of Self-Organization. Behavioral Sciences, 8(8), 72. https://doi.org/10.3390/bs8080072
Seitz J A (1997). Metaphor, symbolic play, and logical thought in early childhood. Genetic, Social, and General Psychology Monographs, 123(4), 373-391. Retrieved from https://www.researchgate.net/publication/13798107_Metaphor_Symbolic_Play_and_Logical_Thought_in_Early_Childhood
Selman RL (1971). Taking Another’s Perspective: Role-taking Development in Early Childhood. Child Development, 42, 1721-1734. https://doi.org/10.2307/1127580
Skulmowski A, Rey GD (2018). Embodied Learning: Introducing a Taxonomy Based on Bodily Engagement and Task Integration. Cognitive Research: Principles and Implications, 3, 6. https://doi.org/10.1186/s41235-018-0092-9
Staccioli G (1998). Il gioco e il giocare. Roma: Carocci. Retrieved from https://books.google.ro/books/about/Il_gioco_e_il_giocare.html?id=bNUQMQAACAAJ&redir_esc=y
Staccioli G (2010). Corpo ludico e speranze paradossali. Humana. Mente, Issue 14, July, 155-160. Retrieved from https://scholar.google.com/citations?view_op=view_citation&hl=en&user=835w_mMAAAAJ&citation_for_view=835w_mMAAAAJ:9yKSN-GCB0IC
Stekić K (2026). The role of active and passive music engagement in cognitive development: A systematic review. International Journal of Music Education, 44(2), 351-364. https://doi.org/10.1177/02557614241268049
Stern DN (1985). The interpersonal world of the infant. New York: Basic Books Inc.
Ullal-Gupta S, Nederlanden CM, Tichko P, Lahav A & Hannon EE (2013). Linking prenatal experience to the emerging musical mind. Frontiers in Systems Neuroscience, 7: 48. https://doi.org/10.3389/fnsys.2013.00048
Vines B W, Krumhansl C L, Wanderley M M & Levitin D J (2006). Cross-modal interactions in the perception of musical performance. Cognition, 101(1), 80-113. https://doi.org/10.1016/j.cognition.2005.09.003
von Glasersfeld E (1990). An exposition of constructivism: Why some like it radical. In Davis, Maher, Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 19-29). Reston, Virginia: National Council of Teachers of Mathematics. https://doi.org/10.2307/749910
von Glasersfeld E (1995). Radical Constructivism: A Way of Knowing and Learning. London & Washington: The Falmer Press. Retrieved from https://files.eric.ed.gov/fulltext/ED381352.pdf
Vygotsky LS (1935). Apprendimento e sviluppo nell’età prescolare. In Lo sviluppo psichico del bambino, 144-164, ed. it. (1973). Roma: Editori Riuniti.
Vygotsky LS (1933). Vobra enie i tvor estvo v skol’nom vozraste. (trad. it. Immaginazione e creatività nell’età infantile, Editori Riuniti, Roma 1990).
Vygotsky LS (1931). Istorija razvitija vysših psichičeskih funkcij (trad. it. a cura di M.S. Veggetti, Storia dello sviluppo delle funzioni psichiche superiori, Giunti, Firenze 1974).
Vygotsky LS, Lurija AR (1930), Orudie i znak v razvitii rebenka (tr. it a cura di L. Mecacci, Strumento e segno nello sviluppo del bambino, Laterza, Roma-Bari 1997).
Wai WS, Heyi Z, Ming D & Zhong CE (2020). Developing Children's Cultural Identities through Play. Beijing International Review of Education, 2(2), 244-257. https://doi.org/10.1163/25902539-00202007
Weisberg DS, Hirsh-Pasek K & Golinkoff RM (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind. Brain, and Education, 7(2), 104-112. https://doi.org/10.1111/mbe.12015
Winnicott DW (1971). Playing and Reality. Tavistock Publications, London. Retrieved from https://books.google.ro/books/about/Playing_and_Reality.html?id=8p5TEcTu8PEC&redir_esc=y
##submission.downloads##
Publikované
Číslo
Sekcia
##submission.license##
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
