Philosophical interest in situated cognition has been focused most intensely on the claim that human cognitive processes extend from the brain into the tools humans use. As we see it, this radical hypothesis is sustained by two kinds of mistakes, confusing coupling relations with constitutive relations and an inattention to the mark of the cognitive. Here we wish to draw attention to these mistakes and show just how pervasive they are. That is, for all that the radical philosophers have said, the mind is still in the head.

This review article argues that “situated cognition��� is a manifestation of a broadly shared perspective on the nature of causality in complex systems. Crosscutting disciplinary themes reveal that human cognitive processes are inherently social, interactive, personal, biological, and neurological, which is to say that a variety of systems develop and depend on one another in complex ways. The concepts, perspectives, and theoretical frameworks that influenced the situated cognition of the 1980s are still alive in potential for thoughtful reconsideration in tomorrow’s cognitive research.

Excerpt: In inviting me to write this chapter on philosophical issues in mathematics education, the editor has given me the leeway to present a personal perspective rather than to develop a comprehensive overview of currently influential philosophical positions as they relate to mathematics education. I invoke this privilege by taking as my primary focus an issue that has been the subject of considerable debate in both mathematics education and the broader educational research community, that of coping with multiple and frequently conflicting theoretical perspectives. The theoretical perspectives currently on offer include radical constructivism, sociocultural theory, symbolic interactionism, distributed cognition, information-processing psychology, situated cognition, critical theory, critical race theory, and discourse theory. To add to the mix, experimental psychology has emerged with a renewed vigor in the last few years. Proponents of various perspectives frequently advocate their viewpoint with what can only be described as ideological fervor, generating more heat than light in the process. In the face of this sometimes bewildering array of theoretical alternatives, the issue I seek to address in this chapter is that of how we might make and justify our decision to adopt one theoretical perspective rather than another. In doing so, I put philosophy to work by drawing on the analyses of a number of thinkers who have grappled with the thorny problem of making reasoned decisions about competing theoretical perspectives.

Open peer commentary on the article “From Problem Solving to Problem Posing, and from Strategies to Laying Down a Path in Solving: Taking Varela’s Ideas to Mathematics Education Research” by Jérôme Proulx & Jean-François Maheux. Upshot: Problem solving should not be reduced to situated or localized activity since cognizers also draw on non-local resources that are not actually experienced but nevertheless impart on their situated cognition. A Varelian-inspired epistemology neglects this non-locality, which is a vital trait of human life.

Context: Challenges by embodied, enactive, extended and ecological approaches to cognition have provided good reasons to shift away from neurocentric theories. Problem: Classic cognitivist accounts tend towards internalism, representationalism and methodological individualism. Such accounts not only picture the brain as the central and almost exclusive mechanism of cognition, they also conceive of brain function in terms that ignore the dynamical relations among brain, body and environment. Method: I review four areas of research (perception, action/agency, self, social cognition) where enactivist accounts have shown alternative ways of thinking about the brain. Results: Taken together, such analyses form a comprehensive alternative to the classic conceptions of cognitivist, computational neuroscience. Implications: Such considerations motivate the need to re-think our understanding of how the brain itself works. They suggest that the best explanation of brain function may be found in the mixed vocabularies of embodied and situated cognition, developmental psychology, ecological psychology, dynamic systems theory, applied linguistics, the theory of affordances and material engagement, rather than the narrow vocabulary of computational neuroscience. Constructivist content: This account is consistent with an enactivist-constructivist approach to cognition.

Key words: Internalism, perception, agency, autonomy, self, social cognition, predictive processing, enactivism.

Maturana advanced the first systematic explanation of cognition based solely on biological principles since Aristotle. This was a risky strategy to adopt, given the intellectual currents of his time. Had it been more influential, the autopoietic theory of cognition might well have brought us much sooner to the trends currently at the forefront of the cognitive sciences, including dynamical systems, embodied and situated cognition, the emphasis on action and interaction, and other biologically based challenges to the computational paradigm, which Maturana opposed. I argue that the autopoietic theory of cognition was premature for several reasons. While it could be said that developments in the cognitive sciences have overtaken it, I believe Maturana’s theory, which he developed with Varela and others, still has much to offer contemporary theorists, despite its limitations.

Key words: Cognition, agency, anthropogenic approach, autopoiesis, biogenic approach, computationalism, prematurity in, scientific discoveryembodied cognition

A situated or situations-based approach is becoming increasingly adopted by education reforms as either a continuation of or an alternative to the competency-based approach. In fact, recent curriculum reforms have begun to organize the content of their programs of study around classes of situations. While proponents of the competency-based approach generally view competency as the mastery of decontextualized knowledge, advocates of a situations-based approach define it in terms of the mastery of situations. In this latter perspective, the acquisition of competency and knowledge is contextualized, that is, it develops by acting in situation. The situations-based approach is grounded in different theoretical orientations, such as the communicative approach (in language teaching), the problem-based approach, constructivism, socioconstructivism, situated action, situated cognition, distributed cognition and enaction. In short, the book explores a wide range of practices and research associated with the situations-based approach.

This thesis addresses computer gameplay activities in terms of the physical handling of a game, players’ meaning-making activities, and how these two processes are closely interrelated. It examines in greater detail what role the body plays in gameplay as well as how gameplay is shaped by sociocultural factors outside the game, including different kind of tools and players’ participation in community practices. An important step towards an understanding of these key factors and their interaction is the consideration of gameplay as situated activity where players who actively engage with games are situated in both the physical world and the virtual in-game world. To analyze exactly how players interact with both worlds, two case studies on two different games have been carried out. Three different levels of situatedness are identified and discussed in detail in this thesis on the basis of existing theories within situated cognition research.

Within the cognitive sciences, cognition tends to be interpreted from an anthropocentric perspective, involving a stringent set of human capabilities. Instead, we suggest that cognition is better explicated as a much more general biological phenomenon, allowing the lower bound of cognition to extend much further down the phylogenetic scale. We argue that elementary forms of cognition can already be witnessed in prokaryotes possessing a functional sensorimotor analogue of the nervous system. Building on a case-study of the Escherichia coli bacterium and its sensorimotor system, the TCSTsystem, we home in on the characteristics of minimal cognition, and distinguish it from more basic forms of ontogenetic adaptation. In our view, minimal cognition requires an embodiment consisting of a sensorimotor coupling mechanism that subsumes an autopoietic organization; this forms the basis of the growing consensus that the core of cognition revolves around sensorimotor coupling. We discuss the relevance of our interpretation of minimal cognition for the study of cognition in general.

Key words: minimal cognition, escherichia coli, bacteria, sensorimotor coupling, tcst-system, situated cognition.

In a recent contribution to this journal, Andrew Fenton and Sheri Alpert have argued that the so-called “extended mind hypothesis” allows us to understand why Brain Computer Interfaces (BCIs) have the potential to change the self of patients suffering from Locked-in syndrome (LIS) by extending their minds beyond their bodies. I deny that this can shed any light on the theoretical, or philosophical, underpinnings of BCIs as a tool for enabling communication with, or bodily action by, patients with LIS: BCIs are not a case of cognitive extension. I argue that Fenton and Alpert’s claim to the contrary is the result of a widespread confusion about some related, but significantly different, approaches to cognition that all fall under the heading of “situated cognition.” I first provide a short taxonomy of various situated approaches to cognition, highlighting (some of) their important commonalities and differences, which should dissolve some of the confusions surrounding them. Then I show why the extended mind hypothesis is unsuitable as a model of BCI enhancements of LIS patients’ capacity to interact with their surroundings, and I argue that the situated approach with obvious bearings on the sort of questions that were driving Fenton and Alpert is not the idea that cognition is extended, but the idea that cognition is enacted.

Key words: locked-in syndrome, brain-computer interfaces, extended cognition, situated cognition enactivism, autonomy.