Radicalizing enactivism Hutto, Daniel D; Myin, Erik
2013, 20121214, 2012, 2013-06-26
eBook, Book
A book that promotes the thesis that basic forms of mentality—intentionally directed cognition and perceptual experience—are best understood as embodied yet contentless.
Most of what humans do and ...experience is best understood in terms of dynamically unfolding interactions with the environment. Many philosophers and cognitive scientists now acknowledge the critical importance of situated, environment-involving embodied engagements as a means of understanding basic minds—including basic forms of human mentality. Yet many of these same theorists hold fast to the view that basic minds are necessarily or essentially contentful—that they represent conditions the world might be in. In this book, Daniel Hutto and Erik Myin promote the cause of a radically enactive, embodied approach to cognition that holds that some kinds of minds—basic minds—are neither best explained by processes involving the manipulation of contents nor inherently contentful. Hutto and Myin oppose the widely endorsed thesis that cognition always and everywhere involves content. They defend the counter-thesis that there can be intentionality and phenomenal experience without content, and demonstrate the advantages of their approach for thinking about scaffolded minds and consciousness.
Established wisdom in cognitive science holds that the everyday folk psychological abilities of humans -- our capacity to understand intentional actions performed for reasons -- are inherited from ...our evolutionary forebears. In Folk Psychological Narratives, Daniel Hutto challenges this view (held in somewhat different forms by the two dominant approaches, "theory theory" and simulation theory) and argues for the sociocultural basis of this familiar ability. He makes a detailed case for the idea that the way we make sense of intentional actions essentially involves the construction of narratives about particular persons. Moreover he argues that children acquire this practical skill only by being exposed to and engaging in a distinctive kind of narrative practice. Hutto calls this developmental proposal the narrative practice hypothesis (NPH). Its core claim is that direct encounters with stories about persons who act for reasons (that is, folk psychological narratives) supply children with both the basic structure of folk psychology and the norm-governed possibilities for wielding it in practice. In making a strong case for the as yet underexamined idea that our understanding of reasons may be socioculturally grounded, Hutto not only advances and explicates the claims of the NPH, but he also challenges certain widely held assumptions. In this way, Folk Psychological Narratives both clears conceptual space around the dominant approaches for an alternative and offers a groundbreaking proposal.
This commentary raises a question about the target article's proposed explanation of what goes on when we think through other minds. It highlights a tension between non-mindreading characterizations ...of everyday social cognition and the individualist, cognitivist assumptions that target article's explanatory proposal inherits from the predictive processing framework it favours.
Predictive Processing accounts of Cognition, PPC, promise to forge productive alliances that will unite approaches that are otherwise at odds (see Clark, A. Surfing uncertainty: prediction, action ...and the embodied mind. Oxford University Press, Oxford, 2016). Can it? This paper argues that it can't—or at least not so long as it sticks with the cognitivist rendering that Clark (2016) and others favor. In making this case the argument of this paper unfolds as follows: Sect. 1 describes the basics of PPC—its attachment to the idea that we perceive the world by guessing the world. It then details the reasons why so many find cognitivist interpretations to be inevitable. Section 2 examines how prominent proponents of cognitivist PPC have proposed dealing with a fundamental problem that troubles their accounts—the question of how the brain is able to get into the great guessing game in the first place. It is argued that on close inspection Clark's (2016) solution, which he calls bootstrap heaven is—once we take a realistic look at the situation of the brain—in fact bootstrap hell. Section 3 argues that it is possible to avoid dwelling in bootstrap hell if one adopts a radically enactive take on PPC. A brief sketch of what this might look like is provided.
Clarke and Beck rightly contend that the number sense allows us to directly perceive number. However, they unnecessarily assume a representationalist approach and incur a heavy theoretical cost by ...invoking "modes of presentation." We suggest that the relevant evidence is better explained by adopting a radical enactivist approach that avoids characterizing the approximate number system (ANS) as a system for representing number.
Relaxed naturalism and liberal naturalism both invite us to adopt a philosophy of nature that includes a range of non-scientific phenomena in its inventory while nevertheless keeping the supernatural ...at bay. This paper considers the question of how relaxed naturalism relates to liberal naturalism and what refinements are required if they are to succeed in their joint cause of developing a tenable alternative to scientific naturalism. Particular attention is given to what might be added to the naturalist’s toolbox when it comes to identifying and dealing with supernatural excesses and clarifying how philosophers can do positive metaphysical work in support of the naturalistic project.
Against intellectualism about skill Robertson, Ian; Hutto, Daniel D.
Synthese (Dordrecht),
04/2023, Letnik:
201, Številka:
4
Journal Article
Recenzirano
Odprti dostop
This paper will argue that intellectualism about skill—the contention that skilled performance is without exception guided by proposition knowledge—is fundamentally flawed. It exposes that ...intellectualists about skill run into intractable theoretical problems in explicating a role for their novel theoretical conceit of practical modes of presentation. It then examines a proposed solution by Carlotta Pavese which seeks to identify practical modes of presentation with motor representations that guide skilled sensorimotor action. We argue that this proposed identification is problematic on empirical and theoretical grounds, and—as such—it fails to deliver on its explanatory ambitions. In the final analysis, it will be argued that intellectualism about skill is, in any case, superfluous when it comes to accounting for the aspects of skilled performance it purports to explain.
This paper argues that mind-reading hypotheses (MRHs), of any kind, are not needed to best describe or best explain basic acts of social cognition. It considers the two most popular MRHs: one-ToM and ...two-ToM theories. These MRHs face competition in the form of complementary behaviour reading hypotheses (CBRHs). Following Buckner (Mind Lang 29:566–589, 2014), it is argued that the best strategy for putting CBRHs out of play is to appeal to theoretical considerations about the psychosemantics of basic acts of social cognition. In particular, need-based accounts that satisfy a teleological criterion have the ability to put CBRHs out of play. Yet, against this backdrop, a new competitor for MRHs is revealed: mind minding hypothesis (MMHs). MMHs are capable of explaining all the known facts about basic forms of social cognition and they also satisfy the teleological criterion. In conclusion, some objections concerning the theoretical tenability of MMHs are addressed and prospects for further research are canvassed.
Similarity-based cognition is commonplace. It occurs whenever an agent or system exploits the similarities that hold between two or more items—e.g., events, processes, objects, and so on—in order to ...perform some cognitive task. This kind of cognition is of special interest to cognitive neuroscientists. This paper explicates how similarity-based cognition can be understood through the lens of radical enactivism and why doing so has advantages over its representationalist rival, which posits the existence of structural representations or S-representations. Specifically, it is argued that there are problems both with accounting for the content of S-representations and with understanding how neurally-based structural similarities can work as representations (even if contentless) in guiding intelligent behavior. Finally, with these clarifications in place, it is revealed how radical enactivism can commit to an account of similarity-based cognition in its understanding of neurodynamics.
New and radically reformative thinking about the enactive and embodied basis of cognition holds out the promise of moving forward age-old debates about whether we learn and how we learn. The radical ...enactive, embodied view of cognition (REC) poses a direct, and unmitigated, challenge to the trademark assumptions of traditional cognitivist theories of mind—those that characterize cognition as always and everywhere grounded in the manipulation of contentful representations of some kind. REC has had some success in understanding how sports skills and expertise are acquired. But, REC approaches appear to encounter a natural obstacle when it comes to understanding skill acquisition in knowledge-rich, conceptually based domains like the hard sciences and mathematics. This paper offers a proof of concept that REC's reach can be usefully extended into the domain of science, technology, engineering, and mathematics (STEM) learning, especially when it comes to understanding the deep roots of such learning. In making this case, this paper has five main parts. The section "Ancient Intellectualism and the REC Challenge" briefly introduces REC and situates it with respect to rival views about the cognitive basis of learning. The "Learning REConceived: from Sports to STEM?" section outlines the substantive contribution REC makes to understanding skill acquisition in the domain of sports and identifies reasons for doubting that it will be possible to apply the same approach to knowledge-rich STEM domains. The "Mathematics as Embodied Practice" section gives the general layout for how to understand mathematics as an embodied practice. The section "The Importance of Attentional Anchors" introduces the concept "attentional anchor" and establishes why attentional anchors are important to educational design in STEM domains like mathematics. Finally, drawing on some exciting new empirical studies, the section "Seeing Attentional Anchors" demonstrates how REC can contribute to understanding the roots of STEM learning and inform its learning design, focusing on the case of mathematics.
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