Along some striking and real convergences, are there also relevant differences between Wittgenstein and 4E cognitive science? This paper answers positively to that question, by focusing upon the cognitive or psychological status of reading and understanding in Wittgenstein’s philosophy of psychology and in enactivism. The main difference deals with the posited relations between reading, understanding, and material processes. Despite its anti-representationalist, externalist and and-intellectualist core, enactivism continues to conceive cognition as supervenient on processes, whereas for Wittgenstein, the relations between psychological phenomena and concomitant processes are mediated by psychological concepts, behavioural criteria and normative practices.

Key words: reading, understanding, enactivism, processes, criteria, cognition.

In this theoretical review article, our primary goal is to contribute to the post-cognitivist understanding of learning to perceive and perceiving as learning, by discussing a framework for perception and perceptual learning initiated by James J Gibson, and extended by Eleanor J Gibson and others. This Ecological Psychology has a coherent set of assumptions based on the concept of mutualism between the perceiving organism and its surroundings, and the idea of affordances as action possibilities of the surround that are perceptible by the organism. At the same time, Ecological Psychology, broadly construed, consists of different perspectives that take different routes to address questions related to the core concepts of perceptual learning. In this article, we focus on three theoretical stances within Ecological Psychology on the issue of perceptual learning: that of Eleanor J Gibson, the current theory of direct learning by Jacobs and Michaels, and the “organicist” approach based on ideas of organicist biology and developments in evolutionary biology. We consider perceptual learning as embedded in development and evolution, and we explore perceptual learning in more depth in the context of tool use and language development. We also discuss the relation between Ecological Psychology and Enactivism on the nature of perception. In conclusion, we summarize the benefits of Ecological Psychology, as a robust but still developing post-cognitivist framework, for the study of perceptual learning and cognitive science in general.

Key words: ecological psychology, enactivism, perceptual learning, direct learning, enactive cognitive science, tool use, language development, james j gibson, eleanor j gibson

Open peer commentary on the article “Lived Experience and Cognitive Science Reappraising Enactivism’s Jonasian Turn” by Mario Villalobos & Dave Ward. Upshot: Villalobos and Ward seem to disclose a fundamental problem without solving it - a problem to which neither the Jonasian nor the Maturanian inference can offer a solution. It should be addressed by a phenomenological analysis of our basic experience of aliveness.

Excerpt: Here we have brought together philosophical, neurophysiological, psychological, psychiatric, sociological, anthropological, and evolutionary studies of the interplay of embodiment, enaction, and culture. The constitution of the shared world is understood in terms of participatory and broader collective sense-making processes manifested in dynamic forms of intercorporeality, collective body memory, artifacts, affordances, scaffolding, use of symbols, and so on. The contributors investigate how preconscious and conscious accomplishments work together in empathy, interaffectivity, identifications of oneself with others through emotions such as shame, we-intentionality, and hermeneutical understanding of the thoughts of others. The shared world is seen as something constituted by intersubjective understanding that discloses things in the shared significance they have for the members of a culture. Special emphasis is put on phenomenological approaches to cognition and culture and their relation to other approaches. Our introduction explicates the key concepts, relates them to relevant empirical research, raises guiding questions, and explains the structure of the book. Starting with a phenomenological approach to the intertwinement of mind, body, and the cultural world, we continue with an exploration of the concepts of intercorporeality and interaffectivity. The ideas underlying these concepts are put in dialogue with central tenets of enactivism. We then consider further cultural conditions, such as those of cognitive scaffolding, and explain how these cultural conditions in turn depend on the embodied interaction of human beings. Finally, we outline the book’s structure and introduce the individual chapters.

In the decade and a half since the appearance of Varela, Thompson and Rosch’s workThe Embodied Mind,enactivism has helped to put experience and consciousness, conceived of in a distinctive way, at the forefront of cognitive science. There are at least two major strands within the enactive perspective: a broad view of what it is to be an agent with a mind; and a more focused account of the nature of perception and perceptual experience. The relation between these two strands is discussed, with an overview of the papers presented in this volume.

Key words: Enactivism, experience, embodiment, sensorimotor contingency, autonomy, autopoiesis.

Open peer commentary on the article “Lived Experience and Cognitive Science Reappraising Enactivism’s Jonasian Turn” by Mario Villalobos & Dave Ward. Upshot: Jonas was not defending an unrestrained anthropomorphism but, rather, a “zoomorphism,” which offered a rigorous, considered view of the deep phylogenetic origins of purpose and mind. Jonas did not reject science per se, but an alienated, rigid conception of the latter. His work helped pave the way to a richer science of mind.

In this paper, we trace the development of our theorizing about students’ mathematical understanding, showing how the adoption of an enactivist perspective has transformed our gaze in terms of the objects of our studies and occasioned for us new methods of data analysis. Drawing on elements of Pirie–Kieren (P–K) Theory for the Dynamical Growth of Mathematical Understanding, together with aspects of improvisational theory and the associated notion of coactions, we describe the ways in which we have moved from a focus on the individual learner to that of the collective. In particular, we identify how our research methods and methodology have evolved to enable us to transform our data in ways that allow us to identify, consider, and discuss collective mathematical action. Using a brief transcription of an extract of video-recorded data in which three Grade 6 students work together to find the area of a parallelogram, we share and discuss successive iterations of our data analysis process. We identify the ways in which we manipulate and rework transcriptions of group discourse to reveal the relationship between enactivist thought and processes of engagement with data involving groups of mathematics learners.

Key words: enactivism, methodology, collective mathematical understanding

Excerpt: Although there is currently no consensus in the biosemiotic community on what constitutes a semiotic agent, i.e. an agent in the context of semiosis (the action of signs), most respondents to a recent survey agree that core attributes of an agent include goal-directedness, self-governed activity, processing of semiosis and choice of action, with these features being vital for the functioning of the living system in question (Tønnessen 2015). 1 In this chapter I seek to compare the biosemiotic understanding(s) of agency with the enactive understanding(s) of agency. Despite considerable overlap in views and outlook, there are in some cases sharp differences in how agency is understood in biosemiotics and enactivism (e.g. Varela et al. 1991). Mapping the differences in outlook and understanding is complicated indeed, given the diversity of views in both camps.

This paper aims to provide a starting point for a non-representational approach to language. It will do so by undoing some of the reifying tendencies that are at the heart of the ontology of scientific psychology. Although non-representational theories are beginning to emerge, they remain committed to giving explanations in terms of ontological structures that are independent of human activity. If they maintain this commitment it is unlikely that they will displace representationalism in domains such as language. By following some of Wittgenstein’s remarks on language, I explain the phenomenon of reification by carefully considering the formative, situational flow of language – thus without invoking representations. In this way, the paper sketches a direction of approach for a non-representational theory of language, undercutting the most important assumptions that justify an explanatory ontology devoid of human activity.

Key words: ecological psychology, enactivism, language, ontology, reification, representation, wittgenstein.

In this article, we aim to strengthen the emerging radical, non-representational, approaches to cognitive science by defusing the worries radical enactivists have with the use of information in the ecological approaches – namely the worry that information carries content. We show that Gibson’s later use of the concept is meant to allow for a content-less notion of information, but that the language surrounding information in ecological psychology has subsequently slipped into a more cognitivistic vocabulary. We argue that by considering ecological information not to be information about, but information for affordances, the notion of information can be fruitfully applied without invoking notions of content. Gibson’s later notion of information for perception, stresses the insight that in ecological theory there is no information in content, but only in use. It is suggested that radical cognition should embrace this notion of information without content, as doing so can help to situate the enactivist’s “basic mind” into large and complex scales of coordination.

Key words: content, ecological psychology, enactivism, information, representation.