Abstract: While pragmatism and the so-called 4E program may form a united
front against methodological individualism, classical cognitivism, traditional internalism,
and the like, the 4E approach is not without its own internal tensions.
One such tension, between Embodied and Extended, is brought to light by Clark
(2008), who argues in favor of the latter. Dempsey and Shani (2013) reply that
Clark’s functionalism undercuts what should be a more fundamental commitment
to Embodied. With respect to this tension, Gallagher (2014) claims that
“there may be resources in pragmatism that can help to adjudicate some of
the current debate and to develop a more integrated perspective” (Gallagher
2014, 110). In this paper, I assess Gallagher’s strategy and offer a critical perspective
on the use of Deweyan pragmatism to resolve these tensions in the 4E program.