Abstract

Advances in artificial intelligence and neuroscience claim to have begun to undermine the assumptions of the arts and educational theory community by explaining consciousness through either a reduction to mathematical functionalism or an excrescence of brain biology. I suggest that the worldview behind such reductionism is opposed to the worldview assumed by many educational practitioners and theorists. I then go on to outline a few common positions taken in the burgeoning field of consciousness studies that suggest that—though many attributes of consciousness have been identified and explained—individual consciousness itself remains as much of an enigma to scientists as to the rest of us who experience it. However, I do suggest the necessity of intersubjectivity for conscious evolution.