In this paper I return to Hubert Dreyfus’ old but influential critique of artificial intelligence, redirecting it towards contemporary predictive processing models of the mind (PP). I focus on Dreyfus’ arguments about the “frame problem” for artificial cognitive systems, and his contrasting account of embodied human skills and expertise. The frame problem presents as a prima facie problem for practical work in AI and robotics, but also for computational views of the mind in general, including for PP. Indeed, some of (...) the issues it presents seem more acute for PP, insofar as it seeks to unify all cognition and intelligence, and aims to do so without admitting any cognitive processes or mechanisms outside of the scope of the theory. I contend, however, that there is an unresolved problem for PP concerning whether it can both explain all cognition and intelligent behavior as minimizing prediction error with just the core formal elements of the PP toolbox, and also adequately comprehend (or explain away) some of the apparent cognitive differences between biological and prediction-based artificial intelligence, notably in regard to establishing relevance and flexible context-switching, precisely the features of interest to Dreyfus’ work on embodied indexicality, habits/skills, and abductive inference. I address several influential philosophical versions of PP, including the work of Jakob Hohwy and Andy Clark, as well as more enactive-oriented interpretations of active inference coming from a broadly Fristonian perspective. (shrink)

Enactivism does not have its primary philosophical roots in pragmatism: phenomenology (from Husserl to Jonas) is its first source of inspiration (with the exception of Hutto & Myin’s radical enactivism). That does not exclude the benefits of pragmatist readings of enactivism, and of enactivist readings of pragmatism. After having sketched those readings, this paper focuses on the philosophical concept of intentionality. I show that whereas enactivists endorse the idea that intentionality is a base-level property of cognition, pragmatism offer(ed) us some (...) reasons not to proceed this way. It is therefore doubtful to hold that pragmatists and enactivists would converge in the defence of a common, non-representational conception of intentionality. (shrink)

Smells seem to offer a great opportunity to restructure the reality of the individual. Yet, the olfactory dimension is rarely part of design strategies in architecture, urban planning or landscape urbanism. As designers, we learn to compose mainly with shapes, shapes whose full scale and effects on our senses we will experience only when constructed. However, we should be primarily concerned with creating spaces that not only open the imagination of the individual but also allow positive moods to thrive. In (...) this scheme, all the senses should be called, not just our vision, as is too often the case. The fields of architecture and environmental design must evolve and train professionals capable of conceptualizing both tangible and intangible forms. In this logic, architectural structures offer a way to call upon our own mindscapes; and within the discipline of design a new field of specialization exists: smellscaping. (shrink)

Studies on phenomenology and pedagogy in the context of physical education in schools are lacking in the literature, and often approaches are dominated by pragmatism. As such, Phenomenology and Ped...

The purpose of the paper is twofold. It first aims at clarifying and developing an important tension within enactivism concerning the relations between intentionality and content, once representationalism has been abandoned. In which sense(s) do enactivists (still) say that intentionality is contentful and not contentful? Secondly, it puts this tension in perspective with two paradigmatic ways of defining the relations between intentional states and their objects: Husserl’s theory of intentionality in the Logical Investigations, and Charles Sanders Peirce’s triadic semiotics.

What forms of consciousness can the subject have of her body in action? This is a recurrent issue in contemporary research on skilled movement and expertise, and according to a widespread view, the body makes itself inconspicuous in performance in favour of the object or goal that the activity is directed to. However, this attitude to consciousness in bodily performance seems unsatisfying for an understanding of skilled action, and the work of several researchers can be seen as responding to this (...) view: Montero, Legrand, Ravn and others in the philosophy of expertise and of dance have developed various notions of consciousness and cognition to account for the mindful processes at play in performance. Two related questions can be distinguished here: 1. Is there an inherent conflict between skilled action and at least more than marginal awareness of that action, or is it possible – and even desirable – to reflect on our own performance without considerably impeding on it? 2. What forms of consciousness pertaining to the body in action must we distinguish in order to answer the first question? This paper gives an overview of this discussion, focusing on the second issue, although the first will come into play in so far as it is linked with the latter question. Drawing on Merleau-Ponty’s analyses of bodily reflection and on dancers’ descriptions, I show that there is, in phenomenological terms, a bodily level of reflection: a fully conscious and exploratory activity that is led by the skilled body, and that is explicitly aimed at by many performers. (shrink)

This study clarifies the need for a renewed account of the body in physiotherapy to fill sizable gaps between physiotherapeutical theory and practice. Physiotherapists are trained to approach bodily functioning from an objectivist perspective; however, their therapeutic interactions with patients are not limited to the provision of natural-scientific explanations. Physiotherapists’ practice corresponds well to theorisation of the body as the bearer of original bodily intentionality, as outlined by Merleau-Ponty and elaborated upon by enactivists. We clarify how physiotherapeutical practice corroborates Merleau-Ponty’s (...) critical arguments against objectivist interpretations of the body; particularly, his analyses demonstrate that norms of optimal corporeal functioning are highly individual and variable in time and thus do not directly depend on generic physiological structures. In practice, objectively measurable physical deviations rarely correspond to specific subjective difficulties and, similarly, patients’ reflective insights into their own motor deficiencies do not necessarily produce meaningful motor improvements. Physiotherapeutical procedures can be understood neither as mechanical manipulations of patients’ machine-like bodies by experts nor as a process of such manipulation by way of instructing patients’ explicit conscious awareness. Rather, physiotherapeutical practice and theory can benefit from the philosophical interpretation of motor disorders as modifications of bodily intentionality. Consequently, motor performances addressed in physiotherapy are interpreted as relational features of a living organism coupled with its environment, and motor disorders are approached as failures to optimally manage the motor requirements of a given situation owing to a relative loss of the capacity to structure one’s relation with their environment through motor action. Building on this, we argue that the process of physiotherapy is most effective when understood as a bodily interaction to guide patients towards discovering better ways of grasping a situation as meaningful through bodily postures and movements. (shrink)

This paper clarifies Merleau-Ponty’s original account of “higher-order” cognition as fundamentally embodied and enacted. Merleau-Ponty’s philosophy inspired theories that deemphasize overlaps between conceptual knowledge and motor intentionality or, on the contrary, focus exclusively on abstract thought. In contrast, this paper explores the link between Merleau-Ponty’s account of motor intentionality and his interpretations of our capacity to understand and interact productively with cultural symbolic systems. I develop my interpretation based on Merleau-Ponty’s analysis of two neuropathological modifications of motor intentionality, the case (...) of the brain-injured war veteran Schneider, and a neurological disorder known as Gerstmann’s syndrome. Building on my analysis of Schneider’s sensorimotor compensatory performances in relation to his limitations in the domains of algebra, geometry, and language usage, I demonstrate a strong continuity between the sense of embodiment and enaction at all these levels. Based on Merleau-Ponty’s interpretations, I argue that “higher-order” cognition is impaired in Schneider insofar as his injury limits his sensorimotor capacity to dynamically produce comparatively more complex differentiations of any given phenomenal structure. I then show how Merleau-Ponty develops and specifies his interpretation of Schneider’s intellectual difficulties in relation to the ambiguous role of the body, and in particular the hand, in Gerstmann’s syndrome. I explain how Merleau-Ponty defends the idea that sensorimotor and quasi-representational cognition are mutually irreducible, while maintaining that symbol-based cognition is a fundamentally enactive and embodied process. (shrink)

In this paper, we argue that the intentionality at play in skilled performance is not only inherently normative but also inherently affective. We take a radically embodied approach to the mind in which we conceive of cognitive agents as sensorimotor systems moved to maintain their biological and sociocultural identity, whose perception is direct and occurs in terms of affordances. Within this framework, we define skilled performance as the enactment of action and perception patterns in which the agent is intentionally oriented (...) towards specific features in the environment. We propose that skillful intentionality is guided by normative constraints involving the material and social conditions of the agent but is ultimately determined by the intrinsic purpose of maintaining the agent’s identity, and skilled intentionality is inherently affective because it is a specific occurrence arising from a general sense of care to maintain one’s identity which is realized by orienting oneself towards the right aspects of the environment in the right way. Skilled performance thus requires agents to establish a normative and affective intentionality towards aspects of their material environment. We show that, since sociocultural practices shape human identities, sociocultural practices play a crucial role in shaping human intentionality of skilled performance both in their normative and affective dimensions. Maintaining a human identity, we argue, amounts to routinely carrying out activities that form a historical pattern which is shared with and recognized by others. (shrink)

Embodiment matters to perception and action. Beyond the triviality that, under normal circumstances, we need a body in order to perceive the world and act in it, our particular embodiment, right here, right now, both enables and constrains our perception of possibilities for action. In this chapter, we provide empirical support for the idea that the structural and morphological features of the body can narrow the set of our possible interactions with the environment by shaping the way we perceive the (...) possibilities for action provided. We argue that this narrowing holds true in the perception of what we call strongly embodied affordances, that is, relevant micro-affordances that have a genuinely demanding characteristic, as well as in the perception of actions performed by others. In particular, we show that perceptual contents are shaped by fine-grained morphological features of the body, such as specific hand-shapes, and that they change according to our possibility to act upon them with this body, in this situation, at this moment. We argue that these considerations provide insight into distinguishing a variety of experienced affordance relations that can aid us in better understanding the relevance of embodiment for perception and experience. (shrink)

Habitual actions unfold without conscious deliberation or reflection, and yet often seem to be intelligently adjusted to situational intricacies. A question arises, then, as to how it is that habitual actions can exhibit this form of intelligence, while falling outside the domain of paradigmatically intentional actions. Call this the intelligence puzzle of habits. This puzzle invites three standard replies. Some stipulate that habits lack intelligence and contend that the puzzle is ill-posed. Others hold that habitual actions can exhibit intelligence because (...) they are guided by automatic yet rational, propositional processes. Others still suggest that habits guide intelligent behaviour without involving propositional states by shaping perception in action-soliciting ways. We develop an alternative fourth answer based on John Dewey’s pragmatist account of habit. We argue that habits promote intelligent behaviour by shaping perception, by forming an interrelated network among themselves, and by cooperating with the environment. (shrink)

What role does habit formation play in the development of sport skills? We argue that motor habits are both necessary for and constitutive of sensorimotor skill as they support an automatic, yet inherently intelligent and flexible, form of action control. Intellectualists about skills generally assume that what makes action intelligent and flexible is its intentionality, and that intentionality must be necessarily cognitive in nature to allow for both deliberation and explicit goal-representation. Against Intellectualism we argue that the habitual behaviours that (...) compose skilful action are accompanied by their specific, non-cognitive form of intentionality: this is motor intentionality, which is purposive and adaptive while involving no explicit deliberation or goal representation. Our account of habit based on Motor Intentionality explains why the formation of motor habits can sometimes act as the sole basis of skilful acquisition: Motor Intentionality is inherently purposeful because it is an embodied source of sensorimotor anticipation, pre-reflective motivation, and pragmatic know-how. Skill development through exercise always builds on a motor intentional component even when it is guided by Deliberate Practice to the point that, pace Intellectualism, Deliberate Practice is disclosed, not constrained, by habit formation. As suggested by the fact that repetitive exercises can play a major role in the development of flexible and intelligent sport skills, automatism is not a drawback for strategic control and improvisation but rather their pragmatic foundation. (shrink)

In recent years, we have witnessed the rise of a contemporary approach to cognitive psychology known as 4E cognition. According to this ‘extracranial’ view of cognition, the mind is not ensconced in the head, but dynamically intertwined with a host of different entities, social as well as technological. The purpose of the present article is to raise a concern about 4E cognition. The concern is not about whether the mind is in fact extended, but about how this condition is currently (...) portrayed in the 4E literature. It is argued that 4E scholars tend to paint an overly idealized picture of human–technology relations in which all entities are presumed to cooperate and collaborate. The article first describes the basic tenets of extended cognition and distributed cognition, two of the most thingly approaches in this new wave of cognitive psychology. It then proceeds to discuss the twin notions of cognition and representation and argues that it may be time to leave these concepts behind. Finally, it sketches out the so-called ‘dogma of harmony’ in the 4E literature and argues for the importance of making analytical room for conflictual human–technology relations. Two examples of such conflictual relations are provided: bad habits and deskilling. (shrink)

I argue that Hubert Dreyfus’ work on embodied coping, the intentional arc, solicitations and the background as well as his anti-representationalism rest on introspection. I denote with ‘introspection’ the methodological malpractice of formulating ontological statements about the conditions of possibility of phenomena merely based on descriptions. In order to illustrate the insufficiencies of Dreyfus’ methodological strategy in particular and introspection in general, I show that Heidegger, to whom Dreyfus constantly refers as the foundation of his own work, derives ontological statements (...) about the conditions of possibility of phenomena not merely from descriptions, but also from analyses. I further show that deriving ontological statements directly from descriptions entails implausible results. I do so by discussing representative cases. Based on these general methodological considerations, I show that Dreyfus’ work on action, skill and understanding is introspective. First, I demonstrate that Dreyfus’ influential claim that rules and representations do not govern skillful actions is the result of introspection, because it is merely founded on the absence of rules and representations in representative descriptions of skillful actions. Second, I show that Dreyfus’ work on embodied coping, the intentional arc, solicitations and the background is also based on introspection. These ontological structures are merely reifications of descriptions and are not further substantiated by analyses. (shrink)

The problem of political action has its roots, arguably, in the sixth book of the Nicomachean Ethics, where Aristotle seeks to describe an intellectual virtue – phronêsis – that is different from the faculty of theoretical reason but that is nonetheless capable of producing genuinely objective, rational knowledge, i.e., knowledge of what is true. The problem, specifically, is to understand how such a thing is possible, and much of the recent literature appears to suggest that perhaps it’s not. Since rhetoric, (...) persuasion, interest and emotion are obviously central features of political life, it may seem that some kind of non-intellectualist and non-rationalist perspective must be the way to go. I argue, nonetheless, that any such account is, and cannot but be, deeply problematic; and I defend, by way of contrast, a decidedly intellectualistic understanding of political enterprise. (shrink)

The notion of “intentionality” is much invoked in various foundational theories of meaning, being very often equated with “meaning”, “content” and “reference”. In this paper, I propose and develop a basic distinction between two concepts and, more fundamentally, properties of intentionality: intentionality-T and intentionality-C. Representationalism is then defined as the position according to which intentionality-T can be reduced to intentionality-C, in the form of representational states. Nonrepresentationalism is rejecting this reduction, and argues that intentionality-T is more fundamental than intentionality-C. Non-representationalism (...) allows for a new layered view of the relations between cognitive intentionality and linguistic intentionality; this view is presented at the end of the paper. (shrink)

The article presents the conceptual groundwork for an understanding of the essentially improvisational dimension of human rationality. It aims to clarify how we should think about important concepts pertinent to central aspects of human practices, namely, the concepts of improvisation, normativity, habit, and freedom. In order to understand the sense in which human practices are essentially improvisational, it is first necessary to criticize misconceptions about improvisation as lack of preparation and creatio ex nihilo. Second, it is necessary to solve the (...) theoretical problems that derive from misunderstandings concerning the notions of normativity, habit, and freedom – misunderstandings that revolve around the idea that rationality is a form that is developed out of itself and thus works in a way similar to algorithms. One can only make sense of normativity, habit, and freedom if one understands that they all involve conflictual relationships with the world and with others, which in turn enables one to adequately take into account their constitutive connection to improvisation, properly understood. In outlining these conceptual connections, we want to prepare the foundations for an explanation of rational practices as improvisational practices. The article concludes by stating that human rational life is improvisatory because the conditions of human practice arise out of practice itself. (shrink)

A theory of the first-person plural occupies a unique place in philosophical investigations into intersubjectivity and social cognition. In order for the referent of the first-person plural—“the We”—to come into existence, it seems there must be a shared ground of communicative possibility, but this requires a non-circular explanation of how this ground could be shared in the absence of a pre-existing context of communicative conventions. Margaret Gilbert’s and John Searle’s theories of collective intentionality capture important aspects of the We, but (...) fail to fully account for this shared ground of communicative possibility. This paper argues that Merleau-Ponty’s concept of intercorporeity helps reconcile the positive aspects of these accounts while also explaining how the genesis of the social world is continuous with perceptual life in general. This enables an account of the first-person plural as dependent on reciprocal communicative interaction without the need to posit a primitive or primordial “we-mode” of consciousness. “Intercorporeity” designates a bodily openness to others that is not fundamentally different in kind from the general style of bodily comportment found in Merleau-Ponty’s rich analyses of perceptual life. (shrink)

The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...) drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above. (shrink)

This paper describes the moment when a new body technique is acquired, using a case study in which three puppeteers manipulate a single puppet together. Although phenomenology assumes that the world is always “already there” before reflection begins, we can still ask how a sequence of movements is acquired. Struggling to learn puppet choreography in a training session, the learner’s body encounters difficulties because it cannot easily imitate the proper movements. At the same time, the puppet master cannot easily explain (...) those movements because he or she is so familiar with them. The communication between instructor and learner requires a kind of reflection that helps the learner transform and attain competency; this reflection is different from a dualistic disembodied form of thinking thatuses abstract representation. The focus is on the precise coordination of gestures and onomatopoeic utterances that emerge through improvisation in the learner’s trial movements. It is not just “a process of thinking,” but an experience that evokes “a synchronizing change of my own existence, a transformation of my being”, through which the puppeteer facilitates his or her own body’s comprehension of new movements. Using puppetry as an example not only illuminates the phenomenon of learning a bodily skill, but also reveals the dynamics of our bodies, which can enliven our conversation, engender our transformation, and realize our being-in-the-world. (shrink)

Our successful engagement with the world is plausibly underwritten by our sensitivity to affordances in our immediate environment. The considerable literature on affordances focuses almost exclusively on affordances for bodily actions such as gripping, walking or eating. I propose that we are also sensitive to affordances for mental actions such as attending, imagining and counting. My case for this ‘Mental Affordance Hypothesis’ is motivated by a series of examples in which our sensitivity to mental affordances mirrors our sensitivity to bodily (...) affordances. Specifically, subjects perceive opportunities to perform a mental action and their doing so leads, under the right conditions, to the automatic preparation of that action. I conclude by sketching a mental affordance research program that would reinforce my case for the Mental Affordance Hypothesis and establish its ramifications for a number of debates across philosophy and psychology. (shrink)

This is an introduction to the debate about Know-how.

Despite extensive discussion of naïve realism in the wider philosophical literature, those influenced by the phenomenological movement who work in the philosophy of perception have hardly weighed in on the matter. It is thus interesting to discover that Edmund Husserl’s close philosophical interlocutor and friend, the early twentieth-century phenomenologist Johannes Daubert, held the naive realist view. This article presents Daubert’s views on the fundamental nature of perceptual experience and shows how they differ radically from those of Husserl’s. The author argues, (...) in conclusion, that Daubert’s views are superior to those of Husserl’s specifically in the way that they deal with the phenomenon of perceptual constancy. (shrink)

Sometimes we learn through the use of imagination. The epistemology of imagination asks how this is possible. One barrier to progress on this question has been a lack of agreement on how to characterize imagination; for example, is imagination a mental state, ability, character trait, or cognitive process? This paper argues that we should characterize imagination as a cognitive ability, exercises of which are cognitive processes. Following dual process theories of cognition developed in cognitive science, the set of imaginative processes (...) is then divided into two kinds: one that is unconscious, uncontrolled, and effortless, and another that is conscious, controlled, and effortful. This paper outlines the different epistemological strengths and weaknesses of the two kinds of imaginative process, and argues that a dual process model of imagination helpfully resolves or clarifies issues in the epistemology of imagination and the closely related epistemology of thought experiments. (shrink)

A distinctive feature of Merleau-Ponty’s thought is the central role he assigns style in generally characterizing embodied agents’ perceptual and cognitive functioning. Despite this, he says little to explain how he conceives style itself. This article therefore aims to clarify Merleau-Ponty’s notion of style and its significance within and beyond his work. It begins by surveying his broad application of the term and using his discussions of painting to reconstruct his conception of style, identifying two major roles Merleau-Ponty attributes it (...) in unifying intentional structures and founding conceptual meaning. His view is related to several competing philosophical conceptions of style to highlight its distinctiveness and some conceptual difficulties in adequately defining style. I then argue that Merleau-Ponty succeeds in coherently distinguishing style from rules by recognizing that style conceives pattern formation, especially the relation of general and particular, in a way contrasting with the identity-based thinking inherent in the functioning of rules. With this distinction I conclude that, although Merleau-Ponty overgeneralizes its role, his conception of style has broader philosophical significance in accurately capturing the nonmechanical cohesion of certain embodied intelligent activities (such as painting) and enabling better understanding of the variety of forms such activities can take. (shrink)

The text deals with the role of particular examples in our understanding, especially in the encounters with unfamiliar cases that may require us to expand our concepts. I try to show that Peter Winch’s reflections on the nature of understanding can provide the foundations for such an account. Understanding consists in a response informed by a background network of particular canonical examples. It is against this background that the distinction between appropriate differentiated reactions and misplaced ones makes sense. To accommodate (...) applications of known concepts to unfamiliar cases, particular examples are needed that invite the recipient in a certain direction of understanding, while providing a “closure” against arbitrary mis- or re-interpretations. This capacity has to do with a capacity or incapacity to convey the sense of seriousness of an example dealing with the _lives_ of the persons concerned. (shrink)

A recent surge of work on prediction-driven processing models--based on Bayesian inference and representation-heavy models--suggests that the material basis of conscious experience is inferentially secluded and neurocentrically brain bound. This paper develops an alternative account based on the free energy principle. It is argued that the free energy principle provides the right basic tools for understanding the anticipatory dynamics of the brain within a larger brain-body-environment dynamic, viewing the material basis of some conscious experiences as extensive--relational and thoroughly world-involving.

In this paper, I argue that in spite of suggestions to the contrary, Merleau-Ponty defends a positive account of the kind of abstract thought involved in mathematics and natural science. More specifically, drawing on both the Phenomenology of Perception and his later writings, I show that, for Merleau-Ponty, abstract thought and perception stand in the two-way relation of “foundation,” according to which abstract thought makes what we perceive explicit and determinate, and what we perceive is made to appear by abstract (...) thought. I claim that, on Merleau-Ponty's view, although this process can sometimes lead to falsification, it can also be carried out in such a manner that allows mathematics and natural science to articulate what we perceive in a way that is non-distortive and in keeping with the demands of perception itself. (shrink)

According to Hubert Dreyfus’s famous claim that expertise is fundamentally “mindless,” experts in any domain perform most effectively when their activity is automatic and unmediated by concepts or cognitive processes like attention and memory. While several scholars have recently challenged the plausibility of Dreyfus’s “mindless” account of expertise for explaining a wide range of expert activities, there has been little consideration of the one form of expertise which might be most amenable to Dreyfus’s account – namely, perceptual expertise. Indeed, Dreyfus’s (...) account of expert coping is ultimately an account of perceptual expertise, in that an expert’s intuitive situational responses are thought to rely on a sophisticated repertoire of perceptual skills. In this paper, I examine the feedforward model of sensory processing that Dreyfus uses to illustrate the perceptual underpinnings of expert action, and consider its resonance with psychological research that characterizes perceptual expertise as being automatic, holistic, pre-attentive, and non-cognitive in nature. However, citing competing empirical research, I argue instead that Dreyfus’s model of perceptual expertise cannot adequately explain the integral roles of attention, memory, and conceptual knowledge in expert object recognition. I conclude that the Dreyfusian model of perceptual expertise fails – the perceptual repertoire of skills that grounds expert object recognition is not operative in isolation from the expert’s conceptual repertoire. (shrink)

Recognition of the plasticity of development — from gene expression to neuroplasticity — is increasingly undermining the traditional distinction between structure and function, or anatomy and behavior. At the same time, dynamic systems theory — a set of tools and concepts drawn from the physical sciences — has emerged as a way of describing what Maurice Merleau-Ponty calls the “dynamic anatomy” of the living organism. This article surveys and synthesizes dynamic systems models of development from biology, neuroscience, and psychology in (...) order to propose an integrated account of growth, learning, and behavior. Key to this account is the concept of self-differentiation or symmetry-breaking. I argue that development can be understood as a cascade of symmetry-breaking events brought about by the ongoing interactions of multiple, nested, nonlinear dynamic systems whose self-organizing behaviors gradually alter their own anatomical conditions. I begin by introducing the concept of symmetry-breaking as a way of understanding anatomical development. I then extend this approach to motor development by arguing that the organism’s behavior grows along with its body, like a new organ. Finally, I argue that the organism’s behavior and its world grow together dialectically, each driving the other to become more complex and asymmetrical through its own increasing asymmetry. Thus development turns out to be a form of cognition or sense-making, and cognition a form of development. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

According to radical versions of embodied cognition, human cognition and agency should be explained without the ascription of representational mental states. According to a standard reply, accounts of embodied cognition can explain only instances of cognition and agency that are not “representation-hungry”. Two main types of such representation-hungry phenomena have been discussed: cognition about “the absent” and about “the abstract”. Proponents of representationalism have maintained that a satisfactory account of such phenomena requires the ascription of mental representations. Opponents have denied (...) this. I will argue that there is another important representation-hungry phenomenon that has been overlooked in this debate: temporally extended planning agency. In particular, I will argue that it is very difficult to see how planning agency can be explained without the ascription of mental representations, even if we grant, for the sake of argument, that cognition about the absent and abstract can. We will see that this is a serious challenge for the radical as well as the more modest anti-representationalist versions of embodied cognition, and we will see that modest anti-representationalism is an unstable position. (shrink)

We take ourselves to have an inner life of thought, and we take ourselves to be capable of linguistically expressing our thoughts to others. But what is the nature of this “inner life” of thought? Is conscious thought necessarily carried out in language? This paper takes up these questions by examining Merleau-Ponty’s theory of expression. For Merleau-Ponty, language expresses thought. Thus it would seem that thought must be independent of, and in some sense prior to, the speech that expresses it. (...) He also claims, however, that thinking just is linguistic expression, and thus that language constitutes thought. The primary aim of this paper is to make sense of this constitutive claim while maintaining that, for Merleau-Ponty, there is an inner life of thought that exists independently of linguistic expression, and that this inner life rightly deserves the label “thought”. The upshot of this account is twofold. First, it explains why the mainstream view of Merleau-Ponty’s theory of expression seems plausible, but is ultimately inadequate. Second, it functions as a corrective to contemporary debates about the nature and scope of phenomenal consciousness and the sense in which conscious experience has content. (shrink)

Perceiving things to be a certain way may in some cases lead directly to action that is intelligent. This phenomenon has not often been discussed, though it is of broad philosophical interest. It also raises a difficult question: how can perception produce intelligent action? After clarifying the question—which I call the question of “practical perception”—and explaining what is required for an adequate answer, I critically examine two candidate answers drawn from work on related topics: the first, inspired by Hubert Dreyfus's (...) phenomenological analysis of absorbed coping, focuses on awareness of situational features; the other, suggested by Gilbert Ryle's classic treatment of knowledge-how, focuses on possession of behavioral dispositions. I argue that neither approach is adequate. Subsequently, I develop and defend an alternative answer that emphasizes the agent's conceptual understanding. (shrink)

This essay argues that current theories of action fail to explain agentive control because they have left out a psychological capacity central to control: attention. This makes it impossible to give a complete account of the mental antecedents that generate action. By investigating attention, and in particular the intention-attention nexus, we can characterize the functional role of intention in an illuminating way, explicate agentive control so that we have a uniform explanation of basic cases of causal deviance in action as (...) well as other defects of agency, explain cases of skilled agency and sharpen questions about the role of thought in agency. This provides for a different orientation in the theory of action. (shrink)

Questions about knowledge in expert sport are not only of applied significance: they also take us to the heart of foundational and heavily-disputed issues in the cognitive sciences. To a first (rough and far from uncontroversial) approximation, we can think of expert ‘knowledge’ as whatever it is that grounds or is applied in (more or less) effective decision-making, especially when in a competitive situation a performer follows one course of action out of a range of possibilities. In these research areas, (...) studies of motor expertise have for many years actively contributed to broader debates in philosophy and psychology (Abernethy, Burgess-Limerick, & Parks, 1994; Williams, Davids, & Williams, 1999). When we navigate the world flexibly and more or less successfully, how much is this due to a capacity to represent it? In considering alternative options, or planning future actions, we seem to transcend our present environment in some way: what is the balance or relation here between highly-tuned bodily dispositions and background knowledge of the world and its patterns? What changes in these regards as we gain experience and adapt to more complex and challenging environments? Is know-how fundamentally different in kind from ordinary factual knowledge of the world, or knowledge-that? And if expertise in a domain does involve or depend on a knowledge base that is somehow more organized or deeper than that of novices, how is this knowledge selectively and appropriately deployed, often under severe time constraints? (shrink)

The question “What is the nature of experience?” is of perennial philosophical concern. It deals not only with the nature of experience qua experience, but additionally with related questions about the experiencing subject and that which is experienced. In other words, to speak of the philosophical problem of experience, one must also address questions about mind, world, and the various relations that link them together. Both William James and Kitarō Nishida were deeply concerned with these issues. Their shared notion of (...) “pure experience” is the conceptual cornerstone of their attempt to deal with the philosophical problem of experience. This dissertation is an analysis of “pure experience” and its relevance to several issues in contemporary hilosophy of mind. Drawing upon James’s and Nishida’s “pure experience”, I argue both for a sensorimotor-based, “extended” conception of consciousness and a bodily skills-based account of moral psychology. (shrink)

This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how I perceive myself, other persons and other things in the world. In this sense, it is argued that a central tenet of any educational learning involves being taught to perceive, (...) come to know ourselves and the world around us. This may seem like stating the obvious, but there is a general tendency to take the experience of perception for granted. Since phenomenology according to Merleau-Ponty recognises that perceptual experience is the basis of ‘all rationality’ makes it particularly apt for explaining the significant role embodiment plays in understanding what has been learned, and understanding that has been grasped meaningfully. What makes this account of embodied learning educationally significant is that the whole person is treated as a whole being, permitting the person to experience him or herself as a holistic and synthesised acting, feeling, thinking being-in-the-world, rather than as separate physical and mental qualities which bear no relation to each other. (shrink)

I propose a systematic survey of the various attitudes proponents of enaction (or enactivism) entertained or are entertaining towards representationalism and towards the use of the concept “mental representation” in cognitive science. For the sake of clarity, a set of distinctions between different varieties of representationalism and anti-representationalism are presented. I also recapitulate and discuss some anti-representationalist trends and strategies one can find the enactive literature, before focusing on some possible limitations of eliminativist versions of enactive anti-representationalism. These limitations are (...) here taken as opportunities for reflecting on the fate of enactivism in its relations with representationalism and anti-representationalism. (shrink)

On a Dreyfusian account performers choke when they reflect upon and interfere with established routines of purely embodied expertise. This basic explanation of choking remains popular even today and apparently enjoys empirical support. Its driving insight can be understood through the lens of diverse philosophical visions of the embodied basis of expertise. These range from accounts of embodied cognition that are ultra conservative with respect to representational theories of cognition to those that are more radically embodied. This paper provides an (...) account of the acquisition of embodied expertise, and explanation of the choking effect, from the most radically enactive, embodied perspective, spelling out some of its practical implications and addressing some possible philosophical challenges. Specifically, we propose: an explanation of how skills can be acquired on the basis of ecological dynamics; and a non-linear pedagogy that takes into account how contentful representations might scaffold skill acquisition from a radically enactive perspective. (shrink)

How can we explain the intentional nature of an expert’s actions, performed without immediate and conscious control, relying instead on automatic cognitive processes? How can we account for the differences and similarities with a novice’s performance of the same actions? Can a naturalist explanation of intentional expert action be in line with a philosophical concept of intentional action? Answering these and related questions in a positive sense, this dissertation develops a three-step argument. Part I considers different methods of explanations in (...) cognitive neuroscience (Bennett & Hacker’s philosophical, conceptual analysis; Marr’s three levels of explanation; Neural Correlates of Consciousness research; mechanistic explanation), defending ‘mechanistic explanation’ as a method that provides the necessary tools for integrating interdisciplinary insights into human action. Furthermore, a dynamic, explanatory mechanism allows the assessment of the impact of learning and development on expert action in a valuable way that other methods don’t. Part II continues by scrutinizing several cognitive neuroscientific theories of learning and development (neuroconstructivism; dual-processing theories; simulation theory; extended mind/cognition hypothesis), arguing for the complex interactions between different types of processing and different action representations involved in expert action performances. Moreover, according to our discussion of a particular ‘simulation theory’ these interactions can be influenced in several ways with the use of language, allowing an agent to configure a specific action representation for performance at a later stage. The results of Parts I and II are then applied in Part III to a parallel discussion of philosophical analyses of intentional action (discussing i.a. Frankfurt, Bratman, Pacherie and Ricoeur) and cognitive neuroscientific insights in it. Both approaches are found to converge in emphasizing the importance for an expert to develop stable patterns of actions that comply maximally not only with his intentions, but also with his motor expertise and with situational conditions. Consequently, his actions – automatic, or not – rely on this ‘sculpted space of actions’. (shrink)

Expertise is usually thought of as an individual achievement. The expert is a receptacle for knowledge and skills. The knowledge and skills required for expertise are usually thought of as residing...

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach?a differently nuanced model of expert skill aligned with the integrative spirit of the Noices? research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

In recent work, Peter Railton, Julia Annas, and David Velleman aim to reconcile the phenomenon of “flow”—broadly understood as describing the “unreflective” aspect of skilled action—with one or another familiar conception of agency. While there are important differences between their arguments, Railton, Annas, and Velleman all make, or are committed to, at least one similar pivotal claim. Each argues, directly or indirectly, that agents who perform skilled unreflective actions can, in principle, accurately answer “Anscombean” questions—”what” and “why” questions— about what (...) they do. I argue against this claim and explore the ramifications for theories of skilled action and agency. (shrink)

In this article, I link the empirical hypothesis that neural representations of sensory stimulation near the body involve a unique motor component to the idea that the perceptual field is structured by skillful bodily activity. The neurophenomenological view that emerges is illuminating in its own right, though it may also have practical consequences. I argue that recent experiments attempting to alter the scope of these near space sensorimotor representations are actually equivocal in what they show. I propose resolving this ambiguity (...) by treating these representations as responsive to the development or degeneration of know-how—which can be isolated as an appropriate object for scientific investigation. (shrink)

Current scientific research on consciousness aims to understand how consciousness arises from the workings of the brain and body, as well as the relations between conscious experience and cognitive processing. Clearly, to make progress in these areas, researchers cannot avoid a range of conceptual issues about the nature and structure of consciousness, such as the following: What is the relation between intentionality and consciousness? What is the relation between self-awareness and consciousness? What is the temporal structure of conscious experience? What (...) is it like to imagine or visualize something, and how is this type of experience different from perception? How is bodily experience related to self-consciousness? Such issues have been addressed in detail in the philosophical tradition of phenomenology, inaugurated by Edmund Husserl (1859-1938) and developed by numerous other philosophers throughout the 20th century. This chapter provides an introduction to this tradition and its way of approaching issues about consciousness. We first discuss some features of phenomenological methodology and then present some of the most important, influential, and enduring phenomenological proposals about various aspects of consciousness. These aspects include intentionality, self-awareness and the first-person perspective, time-consciousness, embodiment, and intersubjectivity. We also highlight a few ways of linking phenomenology and cognitive. (shrink)

‘There is no place in the phenomenology of fully absorbed coping’, writes Hubert Dreyfus, ‘for mindfulness. In flow, as Sartre sees, there are only attractive and repulsive forces drawing appropriate activity out of an active body’1. Among the many ways in which history animates dynamical systems at a range of distinctive timescales, the phenomena of embodied human habit, skilful movement, and absorbed coping are among the most pervasive and mundane, and the most philosophically puzzling. In this essay we examine both (...) habitual and skilled movement, sketching the outlines of a multidimensional framework within which the many differences across distinctive cases and domains might be fruitfully understood. Both the range of movement phenomena which can plausibly be seen as instances of habit or skill, and the space of possible theories of such phenomena are richer and more disparate than philosophy easily encompasses. We seek to bring phenomenology into contact with relevant movements in psychological theories of skilful action, in the belief that phenomenological philosophy and cognitive science can be allies rather than antagonists. (shrink)