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Toward an Epistemology of the Hand

Svend Brinkmann & Lene Tanggaard

Studies in Philosophy and Education 29 (3):243-257 (2009)

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Media multitasking, attention, and distraction: a critical discussion.Jesper Aagaard - 2015 - Phenomenology and the Cognitive Sciences 14 (4):885-896.details Students often multitask with technologies such as computers, laptops, tablets and smartphones during class. Unfortunately, numerous empirical studies firmly establish a significant drop in academic performance caused by this media multitasking. In this paper it is argued that cognitive studies may have clarified the negative consequences of this activity, yet they struggle to address the processes involved in it. A cognitive characterization of attention as a mental phenomenon neglects the interaction between bodies and technologies, and it is suggested that a (...) Download Export citation Bookmark 3 citations
Merleau-ponty Meets Kretchmar: Sweet Tensions of Embodied Learning.Øyvind F. Standal & Vegard F. Moe - 2011 - Sport, Ethics and Philosophy 5 (3):256 - 269.details The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ?sweet tension of uncertainty of outcome?. In the first part we (...) Download Export citation Bookmark 6 citations
Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform. [REVIEW]Augusto Riveros - 2012 - Studies in Philosophy and Education 31 (6):603-612.details In this paper I highlight the significance of Maurice Merleau-Ponty’s contribution to the study of teacher learning. I particularly draw on his notion of embodiment to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit (...) Download Export citation Bookmark 1 citation
Dewey on extended cognition and epistemology.Krist Vaesen - 2014 - Philosophical Issues 24 (1):426-438.details There is a surge of attempts to draw out the epistemological consequences of views according to which cognition is deeply embedded, embodied and/or extended. The principal machinery used for doing so is that of analytic epistemology. Here I argue that Dewey's pragmatic epistemology may be better fit to the task. I start by pointing out the profound similarities between Dewey's view on cognition and that emerging from literature of more recent date. Crucially, the benefit of looking at Dewey is that (...) Download Export citation Bookmark 6 citations

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