In emphasising improvement, smooth coping and success over variability and regression, skill theory has overlooked the processes performers at all levels develop and rely on for managing bodily and affective fluctuations, and their impact on skilled performance. I argue that responding to the instability and variability of unique bodily capacities is a vital feature of skilled action processes. I suggest that embodied intelligence – a term I use to describe a set of abilities to perceptively interpret and make use of (...) information from body, mind, environment and task requirements, and to modulate one’s focus, awareness and action strategies accordingly – is critical for performing well-learned skills in vulnerable situations. It is critical for staying safe. To investigate these components of skilled action, I employ a cognitive ethnographic method, combined with apprenticeship on the static trapeze, to produce two ‘experience near’ case studies. These document in-situ experiences of awareness, self-regulation and embodied intelligence. Both reveal strong connections between a reflective awareness of bodily vulnerability and variability, and self-regulatory processes – specifically, the down- and up-regulation of anxiety. I then reflect on these case studies in relation to a prospective sense of agency, the awareness of control acts that may lead to performance outcomes. With increased clarity on these features of embodied intelligence and attention during action, other researchers can build on this study to further probe and map the maintenance and functions of embodied intelligence in dealing with the instability of skills. (shrink)

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as ‘cultural preservationists’ for ‘intangible cultural heritage’. This ‘Robot Māori Haka’ proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective experiences cultivated (...) in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the ‘intangible’ entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling. (shrink)

In biosemiotics, some oppose the study of sign relations to empirical work on bio-mechanisms. Urging consilience between these views, we show the value of Alain Berthoz’s concept of simplexity. Its heuristic power is to present molecules, cells, organisms and communities as using tricks to self-fabricate by agglomerating ‘simplex’ bio-mechanisms. Their properties enable living systems to self-sustain, adapt and, at best, to thrive. But simplexity also empowers agents to engage with their surroundings in novel ways. Life thus not only generates know-how (...) but also social organisation. With languaging, people can act and inhibit: they can also simplexify. As a result, we can see a fruit as ripe, feel when things are awry or behave in ways likely to be judged to be apt. While all living beings make situated use of the historical and the local, humans also bind these with the use of both practices and artifacts. As a result, brains come to emulate what occurs in-between persons and their surroundings. In pursuing the basis for our powers, we focus on inhibition. This simplex trick enables a plant to use dormancy, a bird to learn, and a person to mesh languaging with other aspects of action/perception. Indeed, inhibition enriches human style phenomenology as impersonal resources are used to expand our epistemic horizons. Experience links a self-fabricating body, ancient bio-mechanisms, community-based concerns and epigenetically derived know-how. (shrink)

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 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)

After a brief summary of Andy Clark's book, Supersizing the Mind I address Clark's approach to language which I argue to be inadequate. Clark is criticized for reifying language, thus neglecting that it is an interpersonal activity, not a stable system of symbols. With a starting point in language as a social phenomenon, I suggest an ecological approach to the extended mind hypothesis, arguing against Clark's assumption that the extended mind is necessarily brain-centered.

There is a need to disentangle various distinct kinds of claim. The body may be important in schooling, though not in education. Movement, sport, fitness and health need to be distinguished. Does sport improve character? Does education imply knowledge about matters of health? Is learning to dance analogous to either learning to play cricket or learning to play a musical instrument? The most challenging questions concern whether the body provides an alternative route to knowledge, if so of what. For example, (...) is ballet a unique form of language with its own intrinsic value, an alternative way of arriving at valued propositional knowledge, or does it provide access to a unique kind of knowledge? The conclusion is drawn that none of these claims is sustainable in terms that make them of any great educational significance. (shrink)

IntroductionSporting skills divide contemporary theorists into two camps. Let us call them the habitualists and the intellectualists. The habitualists hold that thought is the enemy of sporting excellence. In their view, skilled performers need to let their bodies take over; cognitive effort only interferes with skill. The intellectualists retort that sporting performance depends crucially on mental control. As they see it, the exercise of skill is a matter of agency, not brute reflex; the tailoring of action to circumstance requires intelligent (...) conceptual guidance.On the habitualist side are Dreyfus, Beilock and ; intellectualism is defended in various ways by McDowell, Stanley, Sutton, Sutton et al., Montero and Fridland.I think that both sides are right, and that both are wrong. We need to distinguish different aspects of sporting performance. When we do so, we w. (shrink)

In their update to Intentionality All-Stars, Hutto and Satne claim that there is currently no satisfactory account for a naturalised conception of content. From this the pair suggest that we need to consider whether content is present in all aspects of intelligence, that is, whether it is content all the way down. Yet if we do not have an acceptable theory of content such a question seems out of place. It seems more appropriate to question whether content itself is the (...) problematic assumption. This paper will explore this question, with the analysis hinging on whether those trying to naturalise content are facing a tough challenge as Haugeland has suggested, or whether it is a genuine dilemma as Hutto has suggested elsewhere. If those attempting to naturalise content are facing a genuine dilemma, a dilemma in which the non-existence of content is one of the horns, then it would seem that the issue is not at what stage you posit content, but whether you should posit content at all. This also has the added benefit of shifting the debate to a more global discussion, that is, the best way to explain intelligence, period. (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)

This paper provides evidence for a radically enactive, embodied account of remembering. By looking closely at highly context-dependent instances of memorizing and recalling dance material, I aim at shedding light on the workings of memory. Challenging the view that cognition fundamentally entails contentful mental representation, the examples I discuss attest the existence of non-representational instances of memory, accommodating episodic memory. That being so, this paper also makes room for content-involving forms of remembering. As a result, it supports the duplex vision (...) of mentality advanced by the REC framework. Building on research on the enactive imagination, I suggest that contentless forms of remembering act below content-involving forms. In addition, contentless and contentful forms of remembering a movement are revealed as the product of culturally scaffolded engagements with others and the environment, in which direct perception and mirroring play a fundamental role. It is argued that many of the practices of remembering a movement are best explained as enactments or re-enactments of such direct ecological perceptions. In the process, the dance studio proves to be a paradigm of the extensive mind. This paper is also intended as an invitation to the REC framework to extend the family and explicitly embrace research on sociocultural practices as an equal partner, including dance studies. Given the fundamental role that sociocultural practices play in REC’s understanding of cognition, it is only natural that further radicalization goes along those lines. (shrink)