David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Synthese 166 (3):513 - 546 (2009)
The role of interaction in learning is essential and profound: it must provide the means to solve open problems (those only vaguely specified in advance), but cannot be captured using our familiar formal cognitive tools. This presents an impasse to those confined to present formalisms; but interaction is fundamentally dynamical, not formal, and with its importance thus underlined it invites the development of a distinctively interactivist account of life and mind. This account is provided, from its roots in the interactivist biological constitution of life, through the evolution of the dual internal regulatory capacities expressed as intentionality and intelligence, to its expression in self-directed anticipative learning in persons and in science.
|Keywords||Interaction Interactivist–constructivist Naturalism Autonomy Open problem Self-directed anticipative learning Agent Biological agency|
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Citations of this work BETA
Mark H. Bickhard (2015). Toward a Model of Functional Brain Processes I: Central Nervous System Functional Micro-Architecture. Axiomathes 25 (3):217-238.
Kepa Ruiz-Mirazo & Alvaro Moreno (2012). Autonomy in Evolution: From Minimal to Complex Life. Synthese 185 (1):21-52.
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Itay Shani (2013). Making It Mental: In Search for the Golden Mean of the Extended Cognition Controversy. Phenomenology and the Cognitive Sciences 12 (1):1-26.
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