The Radical Enactive/embodied view of Cognition, or REC, claims that all cognition is a matter of skilled performance. Yet REC also makes a distinction between basic and content-involving cognition, arguing that the development of basic to content-involving cognition involves a kink. It might seem that this distinction leads to problematic gaps in REC’s story. We address two such alleged gaps in this paper. First, we identify and reply to the concern that REC leads to an “interface problem”, according to which (...) REC has to account for the interaction of two minds co-present in the same cognitive activity. We emphasise how REC’s view of content-involving cognition in terms of activities that require particular sociocultural practices can resolve these interface concerns. The second potential problematic gap is that REC creates an unjustified difference in kind between animal and human cognition. In response, we clarify and further explicate REC’s notion of content, and argue that this notion allows REC to justifiably mark the distinction between basic and content-involving cognition as a difference in kind. We conclude by pointing out in what sense basic and content-involving cognitive activities are the same, yet different. They are the same because they are all forms of skilled performance, yet different as some forms of skilled performance are genuinely different from other forms. (shrink)

Imagination is often considered the pinnacle of representational cognition. Looking at the concrete details of imagining in context, this paper aims to contribute to the emerging literature that is challenging this representational view by offering a relational and radically situated alternative. On the basis of observing architects in the process of making an architectural art installation, we show how to consider imagination not as de-contextualized achievement by an individual but as an opening up to larger-scale “affordances,” i.e. the unfolding possibilities (...) for action. We show how the architects coordinate the enactment of multiple affordances across different timescales, from small-scale affordances of picking up a mobile phone to the large-scale affordance of making the installation that takes months to unfold. These affordances get co-determined as they are jointly enacted. It is within this determining process that imagination too finds its place. On our view it is the indeterminacy of multiple affordances unfolding in action simultaneously that can be experienced as imaginative. The indeterminate character of this coordinative process allows activities to widen and open up, letting new possibilities for action enter into them. (shrink)

Although it is a common claim in the ecological psychology literature that our perception of the environment’s affordances is influenced by socio-cultural norms, an explanation of how this is possible remains to be offered. In this paper, I outline an account of this phenomenon by focusing on the ecological theory of perceptual learning. Two main theses are defended. First, I argue that to account for how socio-cultural norms can influence perception, we must pay attention not only to the education of (...) attention but to the education of intention too. Consequently, I offer some ideas about how intention can be socio-normatively educated. Secondly, I hold that the education of intention occurs via the acquisition of habit-based preferences for particular actions. I claim that once we understand how these habit-based preferences relate to socio-cultural norms, the hypothesis that norms must be represented in the individual’s mind for them to influence affordance perception is no longer needed. If this hypothesis is on the right track, we can have an explanation for how perception can be normatively shaped and direct (non-mediated by internal representations and inferences) at the same time. (shrink)

Enactive and ecological approaches to cognitive science both claim a “mutuality” between agents and their environments – that they have a complementary nature and should be addressed as a single whole system. Despite this apparent agreement, each offers criticisms of the other on precisely this point – enactivists claiming that ecological psychologists over-emphasise the environment, while the complementary criticism, of agent-centred constructivism, is levelled by ecological psychologists at enactivists. In this paper I suggest that underlying the confusion between the two (...) approaches is the complexity of agency, which comes in different forms, at different scales or levels of analysis. Cognitive science has not theorised the relationship between these different forms in a sufficiently disciplined manner, and a task therefore remains of finding a way to map the complex territory of agency. (shrink)

Originally formulated as a theory of perception, ecological psychology has shown in recent decades an increasing interest in language. However, a comprehensive approach to language by ecological psychology has not yet been developed, as there is neither a naturalist philosophy of language nor one that takes ecological psychology as its scientific background. Our goal here is to argue that a subject naturalist and non-factualist framework can open the possibility of an expressivist analysis of perceptual judgments that is compatible with the (...) ecological understanding of perception, showing that such utterances do not work as descriptions of facts or states-of-affairs, but rather say something about the practical requirements necessary to display a perceptual vocabulary. We will also argue that this approach allows an understanding of perceptual content as clusters of socially-mediated affordances. If our proposal is sound, it would constitute a first and fruitful approximation toward establishing a naturalist link between embodied cognitive science and philosophy of language. (shrink)

The idea of representation is central to many theories for embodied skillful action. Representation-centric cognition has been questioned in light of the prominence of E-cognition in the past two decades, including ecological psychology, sensorimotor theory, dynamical systems, and 4E cognition. The paper expands on the critique by offering alternate explanations for the information processing model of skill learning and embodied action. Mental representation plays a fundamental role in information processing explanations of embodied skillful action. The skilled activity is considered discretely (...) in information-theoretic approaches, consisting of a linear model of information input-process-output. According to the paper, the beginning, emergence, acquisition, performance, and mastery of an embodied skilled activity are all part of a human experience continuum. Using vehicle driving as an example, the paper examines diverse viewpoints on embodied skillful action. (shrink)