In a recent paper, Andy Clark (2008) has argued that the literature on embodied cognition reveals a tension between two prominent strands within this movement. On the one hand, there are those who endorse what Clark refers to as body-centrism, a view which emphasizes the special contribution made by the body to a creature’s mental life. Among other things, body centrism implies that significant differences in embodiment translate into significant differences in cognition and consciousness. On the other hand, there are (...) those who endorse what Clark calls extended functionalism, a view which sees the mind as the joint product of the computational resources presented by (i) intracranial processing, (ii) bodily input, and (iii) environmental scaffolding. As such, extended functionalism allows for the possibility that any contribution of the body to cognition and consciousness can be compensated for by the other two contributing factors. While Clark’s sympathies lie with the latter approach, we argue in favour of the former. In particular, we focus on consciousness and argue that the unique contribution the body makes to a creature’s manifold of phenomenal experience cannot be compensated for, in the manner, and on the scale, that Clark envisages. (shrink)

I aim to show that perception depends counterfactually on the action we want to perform. Perception is not all-purpose: what we want to do does influence what we see. After clarifying how this claim is different from the one at stake in the cognitive penetrability debate and what counterfactual dependence means in my claim, I will give a two-step argument: one’s perceptual attention depends counterfactually on one’s intention to perform an action and one’s perceptual processing depends counterfactually on one’s perceptual (...) attention. If we put these claims together, what we get is that one’s perceptual processing depends counterfactually on one’s intention to perform an action. (shrink)

This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware (Da‐sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...) teacher training). (shrink)

The focus of this commentary is what Andy Clark takes to be the most groundbreaking of the philosophical import of the ‘bidirectional hierarchical model of brain functions’, namely, the claim that perceptual representations represent probabilities. This is what makes his account Bayesian and this is a philosophical or theoretical conclusion that neuroscientists and psychologists are also quick and happy to draw. My claim is that nothing in the ‘bidirectional hierarchical models of brain functions’ implies that perceptual representations are probabilistic, or (...) that they represent or ‘encode probability density distributions’. There is a much more parsimonious way of describing the representations in the bidirectional hierarchical model of brain functions: they attribute properties to objects (or to the perceived scene) that are not fully determinate. (shrink)

Recent studies such as Thelen and Smith, Kelso, Van Gelder, Beer, and others have presented a forceful case for a dynamical systems approach to understanding cognition and adaptive behavior. These studies call into question some foundational assumptions concerning the nature of cognitive scientific explanation and the role of notions such as internal representation and computation. These are exciting and important challenges. But they must be handled with care. It is all to easy in this debate to lose sight of the (...) explanatorily important issues and to talk at cross purposes, courtesy of the various ways in which different theorists often concieve key terms. (shrink)