In this paper we examine an enactive approach to social cog- nition, a species of radical embodied cognition typically pro- posed as an alternative to traditional cognitive science. Ac- cording to enactivists, social cognition is best explained by reference to the social unit rather than the individuals that par- ticipate in it. We identify a methodological problem in this approach, namely a lack of clarity with respect to the model of explanation it adopts. We review two complaints about a mechanistic explanatory framework, popular in traditional cognitive science, that prevent enactivists from embracing it. We argue that these complaints are unfounded and propose a conceptual model of enactive mechanistic explanation of so- cial cognition.

Key words: enactivism, social cognition, mechanistic expla- nation

At present, due in part to our insufficient understanding of the traumatic experience, we are unable to account for the fact that while some people develop post-traumatic symptoms following a traumatic event, others do not. This article suggests that by adopting the enactive approach to perception – according to which perceiving is a way of acting – we may be able to improve our understanding of the traumatic experience and the factors which result in the development of post-traumatic symptoms. The central argument presented in this paper is that when the options of flight or fight are unavailable as a coping/defense mechanism, one freezes (freeze response). In this situation, the ability to master one’s movements is damaged and, in radical cases, the ability to move is lost altogether; as a result the sensorimotor loop may collapse. This, in turn, leads to distorted perception and, in consequence, memory disorders may develop.

Key words: trauma, ptsd, enactivism, knowing-how, freeze response, dissociation

Enactivism is an emerging perspective both in cognitive science and in cultural psychology. Whereas the enactive approach in general has focused on sense-making as an embodied and situated activity, enactive cultural psychology emphasizes the expressive and dynamically enacted nature of cultural meaning. This chapter first situates enactivism within a tradition of expressivist thinking that has historical roots both in radical Enlightenment thought and Romantic reactions against the rationalization of human nature. It will then offer a view of our human biology that can be reconciled with an account of meaning as irreducibly normative. By emphasizing the consensual rather than the supposedly shared nature of meaningful conduct, enactivism avoids some of the classical pitfalls in thinking about culture. In the conclusion a genetic enactive psychology will be presented, which understands sense-making not as a mediated activity, but as a competence acquired through cultural training and personal stylization.

Key words: Enactivism, expression, consensual coordination, emotion, normativity, cultural training.

This paper deals with the way cultural psychology should deal with human experience. The common view about the relation between culture and experience holds that experience becomes “cultural” when people internalize or appropriate ready made cultural meanings. We contend that cultural forms themselves need to be dealt with in experiential terms. To this end we propose an “enactive” approach to cultural psychology. A central claim of enactivism is that experience is rooted within the organizational and operational autonomy of an acting system. Enactivism considers human experience to be constitutive for social and cultural phenomena. The main question of an enactive cultural psychology relates to the way human action becomes consensually coordinated. Both social psychologists who stress “sharedness” as the distinct mark of the social, and evolutionary psychologists who consider culture to derive from a uniform human mind, are criticized for overlooking the ongoing mutual tuning processes that give rise to socially and culturally patterned conduct.

Radical embodied cognitive science is split into two camps: the ecological approach and the enactive approach. We propose that these two approaches can be brought together into a productive synthesis. The key is to recognize that the two approaches are pursuing different but complementary types of explanation. Both approaches seek to explain behavior in terms of the animal–environment relation, but they start at opposite ends. Ecological psychologists pursue an ontological strategy. They begin by describing the habitat of the species, and use this to explain how action possibilities are constrained for individual actors. Enactivists, meanwhile, pursue an epistemic strategy: start by characterizing the exploratory, self-regulating behavior of the individual organism, and use this to understand how that organism brings forth its animal-specific umwelt. Both types of explanation are necessary: the ontological strategy explains how structure in the environment constrains how the world can appear to an individual, while the epistemic strategy explains how the world can appear differently to different members of the same species, relative to their skills, abilities, and histories. Making the distinction between species habitat and animal-specific umwelt allows us to understand the environment in realist terms while acknowledging that individual living organisms are phenomenal beings.

This article examines in some technical detail the application of Maturana and Varela’s biology of cognition to a simple concrete model: a glider in the game of Life cellular automaton. By adopting an autopoietic perspective on a glider, the set of possible perturbations to it can be divided into destructive and nondestructive subsets. From a glider’s reaction to each nondestructive perturbation, its cognitive domain is then mapped. In addition, the structure of a glider’s possible knowledge of its immediate environment, and the way in which that knowledge is grounded in its constitution, are fully described. The notion of structural coupling is then explored by characterizing the paths of mutual perturbation that a glider and its environment can undergo. Finally, a simple example of a communicative interaction between two gliders is given. The article concludes with a discussion of the potential implications of this analysis for the enactive approach to cognition.

Key words: autopoiesis, enaction, cognitive domain, structural coupling, cellular automata.

Maturana and Varela’s concept of autopoiesis defines the essential organization of living systems and serves as a foundation for their biology of cognition and the enactive approach to cognitive science. As an initial step toward a more formal analysis of autopoiesis, this paper investigates its application to the compact, recurrent spatiotemporal patterns that arise in Conway’s Game of Life cellular automata. In particular, we demonstrate how such entities can be formulated as self-constructing networks of interdependent processes that maintain their own boundaries. We then characterize the specific organizations of several such entities, suggest a way to simplify the descriptions of these organizations, and briefly consider the transformation of such organizations over time. Relevance: The paper presents an analysis of a minimal concrete model of autopoiesis to provide a more rigorous foundation for the concept of autopoiesis and highlight its ambiguities and difficulties.

Excerpt: ‘Sensorimotor Theory’ offers a new enactive approach to perception that emphasises the role of motor actions and their effect on sensory stimuli. The seminal publication that launched the field is the target paper co-authored by J. Kevin O’Regan and Alva Noë and published in Behavioral and Brain Sciences (BBS) for open peer commentary in 2001. In the central argument of their paper, O’Regan and Noë suggest radically shifting the nexus of research in visual perception away from analysis of the raw visual patterns of stimulation, to refocus on the law-like changes in visual stimulation brought about as a result of an agent’s actions in the [light-filled] world. A key consequence of this change is a new way of characterising objects by the unique set of ‘sensorimotor correspondences’ that define the characteristic changes in objective appearance brought about by the agent-object interactions [in the world]. These characteristic correspondences relating the movement of any object relative to the agent define its sensorimotor dependencies [qua world]; an agents practical knowledge of these sensorimotor dependencies constitutes its visual experience. Thus in O’Regan and Noë’s sensorimotor theory, perhaps for the first time, we have a rich, testable, psychological (and philosophically grounded) theory that accounts for why our conscious experience of the world appears as it does. This is a significant achievement and one that, in our opinion, goes a long way to answering at least some of the hard problems of consciousness.

This paper explores the enactive approach in cognitive science with an eye on the later Wittgenstein’s philosophy. The aim is not that of answering the question: was Wittgenstein an ante litteram enactivist? He was not, because he was not an ante litteram (cognitive) scientist of any kind. The aim, conversely, is that of answering the question: can enactivism be Wittgensteinian? In answering positively, it will be argued that a Wittgensteinian framework can help enactive cognitive scientists in dissolving certain old problems which they sometimes seem not to be able to get rid of. After the Introduction, the first two sections of the paper concern the Wittgensteinian standpoint on psychological concepts (Section 2) and the enactivist approach in its general terms (Section 3). Section 4 attempts a closer examination of some key concepts – chiefly representations, the inner, the “explanatory gap,” the “hard problem” of consciousness – considering both the enactivists’ and Wittgenstein’s attitude towards them. The Conclusion surmises the benefits of a Wittgensteinian perspective also hinting at some other problems which it can help to clarify.

Key words: wittgenstein, enactivism, explanatory gap, hard problem, hutto.

Abstract In this article, we present a re-framing of tea- cher development that derives from our convictions regarding the enactive approach to cognition and the bio- logical basis of being. We firstly set out our enactivist stance and then distinguish our approach to teacher development from others in the mathematics education literature. We show how a way of working that develops expertise runs through all mathematics education courses at the University of Bristol, and distil key principles for running collaborative groups of teachers. We exemplify these principles further through analysis of one group that met over 2 years as part of a research project focused on the work of Gattegno. We provide evidence for the effec- tiveness of the group in terms of teacher development. We conclude by arguing that the way of working in this group cannot be separated from the history of interaction of participants.

Key words: mathematics teacher development, awareness, purposes, collaborative group, enactivism, expertise.