This paper examines the shared roots and crossed paths between Jean Piaget’s constructivism, what Seymour Paper refers to as “constructionism,” and socio-cultural theories as epitomized by Lev Vygotsky. We do so in the light of more situated, pragmatic, and ecological approaches to human cognition. All these views are developmental (stressing the genesis children’s interests and abilities over time), experiential (in the sense that knowledge is rooted in sensori-motor activity) and interactionist (people are seen as constructing their knowledge by transforming the world). Yet, the views also differ, each highlighting some aspects of how children grow and learn, while leaving other questions unanswered. Piaget’s main contribution was to flesh out what is common in children’s ways of thinking at different stages of their cognitive development and, more important, how consistent, robust, and generally “adapted” their views are. The theory stresses the progressive de-contextualization of knowledge (from here-and-now to then-and-there) and identifies some of the hidden mechanisms (internal reorganizations) that drive human cognitive development. Papert, in contrast, stresses how individuals learn in context and how they use their own – and other people’s – externalizations as objects to think with, especially as their convictions break down. His approach is more situated. Papert is particularly interested the role of new media in human learning. Both Papert and Vygotsky shed light on the articulations between direct and mediated experience (from action and tool-use to enactments, language, and symbol-use). Yet Vygotsky and the Russian school have paid much closer attention to the role of caring adults and peers in a child’s initiation to her culture. They remind us that it takes a whole village to raise a child. Integrating the views helps rethink how children come to make sense of their experiences, and how they find their own places – and voices – in the world. At once world-makers, world-readers, and dwellers in the world, human infants are granted from birth with the abilities to optimize exchanges with people and things by moving in and out of contexts, by shifting perspectives, and by switching roles or standpoint. They are extraordinary learners, and much can be learned from them. Lastly, while mostly inner-driven and curious, children need caring adults, secure grounds, and engaging peers and props to thrive and grow. Tools, media, and cultural artifacts are the tangible forms through which they explore their surrounds, express their thoughts, and share the fun with others – and the traces left by those who came before (cultural heritage) become a terrain for newcomers to create their paths.

Key words: Constructivism, Piaget, Papert, Vygotsky, situated learning, embodied cognition, ecology of mind

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.

This paper undertakes a theoretical investigation of the “learning” aspect of science as opposed to the “knowledge” aspect. The practical background of the paper is in agricultural systems research – an area of science that can be characterised as “systemic” because it is involved in the development of its own subject area, agriculture. And the practical purpose of the theoretical investigation is to contribute to a more adequate understanding of science in such areas, which can form a basis for developing and evaluating systemic research methods, and for determining appropriate criteria of scientific quality. Two main perspectives on science as a learning process are explored: research as the learning process of a cognitive system, and science as a social, communicational system. A simple model of a cognitive system is suggested, which integrates both semiotic and cybernetic aspects, as well as a model of self-reflective learning in research, which entails moving from an inside “actor” stance to an outside “observer” stance, and back. This leads to a view of scientific knowledge as inherently contextual and to the suggestion of reflexive objectivity and relevance as two related key criteria of good science.

Key words: Agriculture, cognition, communication, experiential, learning, research, science, self-reflective, systemic

The key problem of cultural psychology comprises a paradox: while people believe they act on the basis of their own authentic experience, cultural psychologists observe their behavior to be socially patterned. It is argued that, in order to account for those patterns, cultural psychology should take human experience as its analytical starting point. Nevertheless, there is a tendency within cultural psychology to either neglect human experience, by focusing exclusively on discourse, or to consider the structure of this experience to originate in an already produced cultural order. For an alternative approach, we turn to the enactive view of cognition developed by Humberto Maturana and Francisco Varela. Their theory of autonomy can provide the epistemological basis for a cultural psychology that explains how experience can become socially patterned in the first place. Cultural life forms are then considered as consensually coordinated, embodied practices.

Key words: cultural psychology, embodiment, enactivism, epistemology, experiential reality

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.

Context: Seventeen years ago Francisco Varela introduced neurophenomenology. He proposed the integration of phenomenological approaches to first-person experience – in the tradition of Husserl, Heidegger and Merleau-Ponty – with a neuro-dynamical, scientific approach to the study of the situated brain and body. Problem: It is time for a re-appraisal of this field. Has neurophenomenology already contributed to the sciences of the mind? If so, how? How should it best do so in future? Additionally, can neurophenomenology really help to resolve or dissolve the “hard problem” of the relation between mind and body, as Varela claimed? Method: The papers in this special issue arose out of a conference organised by the Consciousness and Experiential Psychology Section of the British Psychological Society in Bristol, UK, in September 2012. We have invited a representative sample of the speakers at that conference to present their work here. Results: Various papers argue that the first-person methods of phenomenology are distinct from, and more robust than, the failed “introspectionist” methods of early modern psychology. The “elicitation interview” emerges as a successful and widely adopted method to have emerged from this field. Phenomenological techniques are already being successfully applied to neuroscientific problems. Various specific proposals for new techniques and applications are made. Implications: It is time to take neurophenomenology seriously. It has proven its worth, and it is ripe with the potential for further immediate, successful applications. Constructivist content: Varela’s key aim was to develop a non-dualising approach to the science of consciousness. The papers in this special issue look at the philosophical and practical details of successfully putting such an approach into practice.

Key words: Phenomenology, neuroscience, dynamical systems, first-person methods, second-person methods, the elicitation interview, introspection, consciousness

Open peer commentary on the article “Applying Radical Constructivism to Machine Learning: A Pilot Study in Assistive Robotics” by Markus Nowak, Claudio Castellini & Carlo Massironi. Upshot: Applying radical constructivism to machine learning is a challenge that requires us to dive very deeply into its theory of knowing and learning. We need to clarify its fundamental concepts, if possible, in operational terms. This commentary aims at outlining how this kind of clarification could look in the case of 3 such concepts: (a) the construction of experiential reality; (b) learning as a constructive activity; (c) the viability of conceptual structures.

This book asks the sciences of the mind to test their own boundaries, demanding that they account for a number of cognitive and experiential phenomena that are at the edge of the very possibility to cognize. We believe that this is a foundational challenge for the enactive approach to the mind, and, moreover, it is a challenge that – if actually won – might offer a persuasive theoretical framework even to those who have so far been skeptical about enactivism’s capacity to deal with higherlevel cognition.

Excerpt: This essay has two parts. In the first, I advance the main theses of the enactivist approach to perception and experience. Moreover, embracing Alvin Goldman’s concept of “enactment imagination,” I argue that the imagination works by simulating (or enacting) a hypothetical perceptual experience, and that this accounts for its experiential quality. In the second part, I develop an enactivist model of the reader’s imagination, suggesting that narrative texts are sets of instructions for the enactment of a storyworld. I also question the view that fictional consciousnesses are represented in narrative texts, adding some remarks concerning the relationship between narrative and qualia (defined as the intrinsic, ineffable qualities of our experience). The analogy that steers me through this argument is that, in their imaginative engagement with narratives, readers are like blind people tapping their way around with a cane. Every tap of the cane corresponds to the reader’s being invited to imagine a nonexistent object.

Context: Affective neuroscience has not developed first-person methods for the generation of first-person data. This neglect is problematic, because emotion experience is a central dimension of affectivity. Problem: I propose that augmenting affective neuroscience with a neurophenomenological method can help address long-standing questions in emotion theory, such as: Do different emotions come with unique, distinctive patterns of brain and bodily activity? How do emotion experience, bodily feelings and brain and bodily activity relate to one another? Method: This paper is theoretical. It advances ideas for integrating neurophenomenology and affective neuroscience, and explains how this integration would allow progress on the above questions. Results: An integrated “affective neuro-physio-phenomenology” may help scientists understand whether discrete emotion categories come in different experiential varieties, which would in turn help interpret concomitant brain and bodily activity. It may also help investigate the bodily nature of emotion experience, including how experience relates to actual brain and bodily activity. Implications: If put into practice, the ideas advanced here would enrich the scientific study of emotion experience and more generally further our understanding of the relationship of consciousness and physical activity. The paper is speculative and its ideas need to be implemented to bear fruit. Constructivist content: This paper argues in favor of the neurophenomenological method, which is an offshoot of enactivism.

Key words: Emotion, experience, bodily feelings, neurophenomenology, affective neuroscience