The first part of this paper examines the differences between Piaget’s constructivism, what Papert refers to as“constructionism,” and the socio-constructivist approach as portrayed by Vygotsky. All these views are developmental, and they share the notion that people actively contribute to the construction of their knowledge, by transforming their world. Yet the views also differ, each highlighting on some aspects of how children learn and grow, while leaving other questions unanswered. Attempts at integrating these views [learning through experience, through media, and through others] helps shed light on how people of different ages and venues come to make sense of their experience, and find their place – and voice – in the world. Tools, media, and cutural artifacts are the tangible forms, or mediational means, through which we make sense of our world and negociate meaning with others. In the second part of this paper, I speak to the articulations between make-believe activities and creative symbol-use as a guiding connection to rethink the aims of representations. Simulacrum and simulation, I show, play a key role besides language in helping children ground and mediate their experience in new ways. From computer-based microworlds for constructive learning (Papert’s turtle geometry, TERC’s body-syntonic graphing), to social virtual environments (MUDing). In each case, I discuss the roles of symbolic recreation, and imaginary projection (people’s abilities to build and dwell in their creations) as two powerful heuristic to keep in touch with situations, to bring what’s unknown to mind’s reach, and to explore risky ideas on safe grounds. I draw implications for education.

Excerpt: Obviously perception is embodied. After all, if creatures were entirely disembodied, how could physical processes in the environment, such as the propagation of light or sound, be transduced into a neurobiological currency capable of generating experience? Is there, however, any deeper, more subtle sense in which perception is embodied?

The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between scientists, considering it as a complex and critical learning process. Dialogue – as conversation, expression, performance and negotiation – can be conceived in several ways. It carries both an epistemic and an experiential side. It involves simultaneously heterogeneous theories and identities. Because it involves fragmented scientific languages, it also requires a shared vision. But above all, what seems critical to acknowledge is that dialogue is a matter of transformation. And because transformation is also a matter of learning, the promotion of dialogue between sciences should be perceived as a virtuous spiral involving: instrumental learning (to dialogue), communicational learning (what we mean by dialoguing) and emancipatory learning (to challenge our core assumptions about dialogue and sciences). Considering the evolution of sciences as a double process embedded in the production of knowledge and the self-development of researchers raises the question of how to conceive simultaneously the relationships between these two major stakes. From a practical point of view, considering scientific dialogue as a lifelong learning process would finally suggest the management of forums like the World Knowledge Dialogue (WKD) as a privileged educational opportunity to be designed following what is known about science as a social practice and about researchers as adult learners. Based on the first edition of this forum, four suggestions are finally considered: favoring heterogeneity; valorizing formal knowledge as well as lived experience; acknowledging the learning dimension involved in the process of sharing; and confronting professional experience with knowledge produced about sciences. Inspired by Edgar Morin’s constructivist and non-dualistic position, this paper explores its practical stakes by revisiting the practice of transdisciplinary research and by considering the relationships between the process of knowledge construction and researchers’ self-development as a lifelong learning process.

The intended study is to reveal the importance of values in the process of constructing our implicit knowledge. There is a strong connection between emotions and knowledge and this relationship appears especially in the process of evaluation. Our approach describes knowledge as more intuitive and emotional and unconscious than is traditionally proclaimed. It serves especially practical and useful purpose and our former experience is its foundation. As we evaluate the world which we get to know, our system of knowledge contains also its meaning for us, our value system is hidden in it and it influences our further conduct. Our activity is the aim of our life, through which we cause changes in the world as well as in us.

Key words: value, evaluation, implicit knowledge, constructivism, emotions, knowledge, activity.

In this part of our work about a comparison between Kelly’s personal construct theory and phenomenology, we enter the fields of psychotherapy and research. The topic of intersubjectivity, meant as original recognition of the other’s subjectivity, provides a backdrop for both phenomenological clinic and Kellyan psychotherapy. Though Kelly never used the term “intersubjectivity,” his theory and the corollary of sociality in particular, reveals a view of interpersonal relationships as intercorporeality, which is much closer to phenomenological ideas than to the cognitive ones. Depending on such commonality, in either cases clinical relationship is not viewed as an “aspecific factor” of psychotherapy, but as the essential tool for the care of other. Furthermore, the core role of intersubjectivity in scientific knowledge implies a radical revision of the criteria of research. Consistently with the intent of a science of experience, it is no more a matter of collecting data, as of accepting meanings. Psychological research has to refound itself in continuity with life and recognize the need for a real involvement and real interaction with the subjects, as far as to reverse the traditional relation between clinic and research. It is nonsense to conceive clinic as an applicative sector of a pure science because clinic, on the contrary, is the place where one can know, in first-person, those meaningful realities which take shape in the intersubjective exchange of ideas, in order to make them comprehensible and controllable. Relevance: The publication explores the dimension of intersubjectivity in phenomenology (starting from Husserl) and personal construct theory, and its relevance in psychotherapy and research.

Constructive theories of brain function such as predictive coding posit that prior knowledge affects our experience of the world quickly and directly. However, it is yet unknown how swiftly prior knowledge impacts the neural processes giving rise to conscious experience. Here we used an experimental paradigm where prior knowledge augmented perception and measured the timing of this effect with magnetoencephalography (MEG). By correlating the perceptual benefits of prior knowledge with the MEG activity, we found that prior knowledge took effect in the time-window 80–95ms after stimulus onset, thus reflecting an early influence on conscious perception. The sources of this effect were localized to occipital and posterior parietal regions. These results are in line with the predictive coding framework.

Key words: predictive coding, contents of consciousness, meg, prior knowledge, conscious perception, cognitive penetrability

This paper examines the experience of where we end and the rest of the world begins, that is, the sense of boundaries. Since meditators are recognized for their ability to introspect about the bodily level of experience, and in particular about their sense of boundaries, 27 senior meditators (those with more than 10, 000 hours of experience) were interviewed for this study. The main conclusions of this paper are that (a) the boundaries of the so-called “physical body” (body-as-object) are not equivalent to the individual’s sense of boundaries; (b) the sense of boundaries depends upon sensory activity; (c) the sense of boundaries should be defined according to its level of flexibility; (d) the sense of body ownership (the sense that it is one’s own body that undergoes an experience) cannot be reduced to the sense of boundaries; nevertheless, (e) the sense of ownership depends on the level of flexibility of the sense of boundaries.

Key words: boundaries, mindfulness, sense of boundaries, sense of ownership.

Open peer commentary on the article “Enaction as a Lived Experience: Towards a Radical Neurophenomenology” by Claire Petitmengin. Upshot: Why has the neurophenomenological approach not been adopted as a common and even obligatory tool in the study of consciousness? I suggest that the problem with the neurophenomenological approach is its effectiveness on the one hand and its almost impossible demands from the scientist on the other: One cannot accept the neurophenomenological approach without rejecting not only the paradigm of cognitive science, but the scientific paradigm as a whole.

This paper discusses the phenomenological nature of the sense of boundaries (SB), based on the case of S, who has practiced mindfulness in the Satipathana and Theravada Vipassana traditions for about 40years and accumulated around 20,000h of meditative practice. S’s unique abilities enable him to describe his inner lived experience with great precision and clarity. S was asked to shift between three different stages: (a) the default state, (b) the dissolving of the SB, and (c) the disappearance of the SB. Based on his descriptions, we identified seven categories (with some overlap) that alter during the shifts between these stages, including the senses of: (1) internal versus external, (2) time, (3) location, (4) self, (5) agency (control), (6) ownership, and (7) center (first-person-egocentric-bodily perspective). Two other categories, the touching/touched structure and one’s bodily feelings, do not fade away completely even when the sense-of-boundaries disappears.

Context: Although trauma research has advanced immensely, the struggle to find effective treatment for posttraumatic survivors continues. It seems reasonable to say that, at present, our ability to treat those suffering from posttraumatic stress disorder (PTSD) is, at the very least, limited. Problem: We argue that in order to confront the current crisis in the study of trauma - evidenced by our limited ability to offer successful treatment for those who develop PTSD - we must return to the subjective experience. Our claim is that only by applying a rigorous method to study the subjective experience will we be able to understand the meaning of neuronal activity associated with PTSD. Method: The neurophenomenological research program (NRP) is a working plan that enables us to create a solid and reliable link between the subjective experience and neuronal activity. Thus, the NRP allows us to (a) delve deeply (and rigorously) into the subjective experience and, by so doing, (b) extract the cognitive mechanism that constitutes the building blocks bridging between the subjective experience and neuronal activity. Following this, we will be able to (c) identify the relevant neuronal activity for the phenomenon under examination. Results: Based on previous studies among posttraumatic survivors, we suggest that two cognitive mechanisms are especially relevant for the study of trauma: the sense of body ownership (i.e., the sense that this is our own body) and the sense of agency (the sense that we control our body. The trade-off between these closely related, yet independent mechanisms is highly significant. We conclude the article with the presentation of a detailed working plan for the study of trauma - one that begins with the subject and returns to the subject. Implications: This article summarizes our struggle to conduct a phenomenological research in the study of trauma and our methodological efforts of the last ten years. It should help the beginner to avoid some mistakes that have been made in this long journey, yet obviously, each one must build their own route. Likewise, we suggest that phenomenologists, brain scientists and clinicians should find a way to cooperate. This shared effort might allow us to improve our understanding of the traumatic experience and its long-term implications; as such, we believe that in this process a better treatment could be developed. That being said, the limitation of our proposal is the difficulty of creating a shared language that bridges these different worlds. Constructivist content: We strongly embraces phenomenological approach together with enactivist/embodied theories.

Key words: Trauma, PTSD, treatment, neurophenomenology, subjective experience, introspection cognitive bridges, brain activity