Inspired by Enactivist philosophy yet in dialog with it, we ask what theory of embodied cognition might best serve in articulating implications of Enactivism for mathematics education. We offer a blend of Dynamical Systems Theory and Sociocultural Theory as an analytic lens on micro-processes of action-to-concept evolution. We also illustrate the methodological utility of design-research as an approach to such theory development. Building on constructs from ecological psychology, cultural anthropology, studies of motor-skill acquisition, and somatic awareness practices, we develop the notion of an “instrumented field of promoted action”. Children operating in this field first develop environmentally coupled motor-action coordinations. Next, we introduce into the field new artifacts. The children adopt the artifacts as frames of action and reference, yet in so doing they shift into disciplinary semiotic systems. We exemplify our thesis with two selected excerpts from our videography of Grade 4–6 volunteers participating in task-based clinical interviews centered on the Mathematical Imagery Trainer for Proportion. In particular, we present and analyze cases of either smooth or abrupt transformation in learners’ operatory schemes. We situate our design framework vis-à-vis seminal contributions to mathematics education research.

Key words: mathematics, education, motor learning, conceptual learning, motor problem, conceptual metaphor

In this article we analyze the methodological commitments of a radical embodied cognition (REC) approach to social interaction and social cognition, specifically with respect to the explanatory framework it adopts. According to many representatives of REC, such as enactivists and the proponents of dynamical and ecological psychology, sociality is to be explained by (1) focusing on the social unit rather than the individuals that comprise it and (2) establishing the regularities that hold on this level rather than modeling the sub-personal mechanisms that could be said to underlie social phenomena. We point out that, despite explicit commitment, such a view implies an implicit rejection of the mechanistic explanation framework widely adopted in traditional cognitive science (TCS), which, in our view, hinders comparability between REC and these approaches. We further argue that such a position is unnecessary and that enactive mechanistic explanation of sociality is both possible and desirable. We examine three distinct objections from REC against mechanistic explanation, which we dub the decomposability, causality and extended cognition worries. In each case we show that these complaints can be alleviated by either appreciation of the full scope of the mechanistic account or adjustments on both mechanistic and REC sides of the debate.

Key words: enactivism, mechanistic explanation, social cognition

Personal construct and family systems theories can profit from an exchange of ideas concerning the relationship between their personal and interpersonal aspects of construction. This article examines three possible points of contact between the two orientations. First, we suggest that personal construct psychology could profit from addressing the important contributions of the family context to the development of each individual’s system. Second, we address the impact of the person’s constructions on the larger family system. Third, we suggest that the family system itself develops a system of shared constructions that define and bind its identity and interactions. Each of these areas of interface carries implications for therapy, and specific intervention techniques corresponding to each of these are discussed.

Excerpt: Education has failed to show steady progress because it has shifted back and forth among simplistic positions such as the associationist and rationalist philosophies. Modern cognitive psychology provides a basis for genuine progress by careful scientific analysis that identifies those aspects of theoretical positions that contribute to student learning and those that do not. Radical constructivism serves as the current exemplar of simplistic extremism, and certain of its devotees exhibit an antiscience bias that, should it prevail, would destroy any hope for progress in education.

To accept that cognition is embodied is to question many of the beliefs traditionally held by cognitive scientists. One key question regards the localization of cognitive faculties. Here we argue that for cognition to be embodied and sometimes embedded, means that the cognitive faculty cannot be localized in a brain area alone. We review recent research on neural reuse, the 1/f structure of human activity, tool use, group cognition, and social coordination dynamics that we believe demonstrates how the boundary between the different areas of the brain, the brain and body, and the body and environment is not only blurred but indeterminate. In turn, we propose that cognition is supported by a nested structure of task‐specific synergies, which are softly assembled from a variety of neural, bodily, and environmental components (including other individuals), and exhibit interaction dominant dynamics.

Key words: embodied cognition, dynamic systems, social coordination, modularity, faculty psychology

Open peer commentary on the article “Cybernetic Foundations for Psychology” by Bernard Scott. Upshot: Scott’s proposal is well-founded and opens interesting possibilities. We selected some critical aspects of his argumentation and discuss them in the context of the constructivist perspective. We highlight as Scott’s “blind spot” his statement - presented without further argument - of the need for a conceptual and theoretical unification of psychology from the perspective of second-order cybernetics. We find this especially worrisome as it is based on only one version of cybernetics.

This dissertation reconsiders the nature of scientific models through an historical study of the development of electronic models of the brain by Cybernetics researchers in the 1940s. By examining how these unique models were used in the brain sciences, it develops the concept of a “working model” for the brain sciences. Working models differ from theoretical models in that they are subject to manipulation and interactive experimentation, i.e., they are themselves objects of study and part of material culture. While these electronic brains are often disparaged by historians as toys and publicity stunts, I argue that they mediated between physiological theories of neurons and psychological theories of behavior so as to leverage their compelling material performances against the lack of observational data and sparse theoretical connections between neurology and psychology. I further argue that working models might be used by cognitive science to better understand how the brain develops performative representations of the world.

This paper explores the theoretical foundations of “constructivism” and “socio-constructivism” which underlie the conception of inquiry-based science teaching. The proposed synthesis aims at disentangling the multiple sources of influence of this approach in science education, which come from the field of psychology of cognitive development, on the one side, and from that of epistemology, on the other. The goal of this paper is also to make explicit what is assumed to be “constructed” by the students during such a teaching, according to the authors under study.

Key words: cognitive psychology, constructivism, epistemology, socio-constructivism

This paper aims at shedding light on what students can “construct” when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism is rooted in two fields, psychology of cognitive development and epistemology, which leads to two ways of describing the construction process: either as a process of enrichment and/or reorganization of the cognitive structures at the mental level, or as a process of building or development of models or theories at the symbolic level. Secondly, I argue that the usual distinction between “personal constructivism” (PC) and “social constructivism” (SC) originates in a difference of model of reference: the one of PC is Piaget’s description of “spontaneous” concepts, assumed to be constructed by students on their own when interacting with their material environment, the one of SC is Vygotsky’s description of scientific concepts, assumed to be introduced by the teacher by means of verbal communication. Thirdly, I support the idea that, within SC, there are in fact two trends: one, in line with Piaget’s work, demonstrates how cooperation among students affects the development of each individual’s cognitive structures; the other, in line with Vygotsky’s work, claims that students can understand and master new models only if they are introduced to the scientific culture by their teacher. Fourthly, I draw attention to the process of “problem construction” identified by some French authors. Finally, I advocate for an integrated approach in science education, taking into account all the facets of science learning and teaching mentioned above and emphasizing their differences as well as their interrelations. Some suggestions intended to improve the efficiency of science teaching are made.

Key words: science learning science teaching, personal constructivism, social constructivism, cooperation, enculturation, problem construction.

This article presents a unifying theory of the embodied, situated human brain called the Hierarchically Mechanistic Mind (HMM). The HMM describes the brain as a complex adaptive system that actively minimises the decay of our sensory and physical states by producing self-fulfilling action-perception cycles via dynamical interactions between hierarchically organised neurocognitive mechanisms. This theory synthesises the free-energy principle (FEP) in neuroscience with an evolutionary systems theory of psychology that explains our brains, minds, and behaviour by appealing to Tinbergen’s four questions: adaptation, phylogeny, ontogeny, and mechanism. After leveraging the FEP to formally define the HMM across different spatiotemporal scales, we conclude by exploring its implications for theorising and research in the sciences of the mind and behaviour.

Key words: active inference, evolutionary systems theory, hierarchically mechanistic mind, free-energy principle, neuroscience, psychology