Introduction

This chapters presents an overview of the key concepts covered in the subsequent chapters of this part of this book. The part of the book explores, learning often involves embodied accounts of empathy, memory, consciousness, play, imagination and the emotions. Within enactivism, learning occurs all the time; it is a normal part of the perception-action cycle. The book focuses on hominins who improvised communication before the invention of language. It notes that how ritual actions shape beliefs and self-concepts is now the dominant approach in ritual studies. The book surveys the cognitive and social-emotional capabilities that children normally develop before they are able to perform a role in a play. It provides copious empirical evidence that problem-solving, a capacious memory, interpersonal sensitivity and executive control are some of the more important primary skills that growing children must learn before they can become good actors.