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This book considers the enactivist conception of mind and cognition and its implications for education and learning. Enactivism claims that our mind is a combination of the brain, the body in movement and the environment, interacting together in a dynamic system of sense-making. It is one of the 4E cognition approaches (embedded, embodied, extended and enactive) and has had little application to learning to date. The authors develop and defend an enactivist philosophy of cognition, bringing a new perspective on the philosophy of learning, which challenges traditional cognitivist views. They draw insights from different disciplines including Philosophy, language studies , cognitive, developmental and ecological psychology, emotion theory, and evolutionary biology and build on the work of Dewey, Maturana & Varela, Gallagher, Evan Thompson, Mark Johnson, Di Paolo, Hutto & Myin, Charles Taylor, together with other contemporary discussions in the philosophy of mind and cognition. This empirically grounded and philosophically enlightened notion of learning carries important, if not revolutionary, consequences for teaching and education.
This book considers the enactivist conception of mind and cognition and its implications for education and learning. Enactivism claims that our mind is a combination of the brain, the body in movement and the environment, interacting together in a dynamic system of sense-making. It is one of the 4E cognition approaches (embedded, embodied, extended and enactive) and has had little application to learning to date. The authors develop and defend an enactivist philosophy of cognition, bringing a new perspective on the philosophy of learning, which challenges traditional cognitivist views. They draw insights from different disciplines including Philosophy, language studies , cognitive, developmental and ecological psychology, emotion theory, and evolutionary biology and build on the work of Dewey, Maturana & Varela, Gallagher, Evan Thompson, Mark Johnson, Di Paolo, Hutto & Myin, Charles Taylor, together with other contemporary discussions in the philosophy of mind and cognition. This empirically grounded and philosophically enlightened notion of learning carries important, if not revolutionary, consequences for teaching and education.
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