Distributed learning: Educating and assessing extended cognitive systems

Philosophical Psychology 31 (6):969-990 (2018)
Download Edit this record How to cite View on PhilPapers
Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on how extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organise (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the Internet during exams.
PhilPapers/Archive ID
Upload history
First archival date: 2018-02-20
Latest version: 2 (2018-05-16)
View other versions
Added to PP index

Total views
458 ( #11,429 of 57,140 )

Recent downloads (6 months)
65 ( #10,508 of 57,140 )

How can I increase my downloads?

Downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.