Studies in Philosophy and Education 26 (3):185-204 (2007)

Michael H. G. Hoffmann
Georgia Institute of Technology
Starting from the observation that small children can count more objects than numbers—a phenomenon that I am calling the “lifeworld dependency of cognition”—and an analysis of finger calculation, the paper shows how learning can be explained as the development of cognitive systems. Parts of those systems are not only an individual’s different forms of knowledge and cognitive abilities, but also other people, things, and signs. The paper argues that cognitive systems are first of all semiotic systems since they are dependent on signs and representations as mediators. The two main questions discussed here are how the external world constrains and promotes the development of cognitive abilities, and how we can move from cognitive abilities that are necessarily connected with concrete situations to abstract knowledge
Keywords Lifeworld dependency of cognition  Implicit knowledge  Distributed and situated cognition  Cognitive apprenticeship  Scaffolding  Internalization  Shared intentionality  Semiotics  Diagrammatic reasoning  Pragmatism  Peirce  Vygotsky
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DOI 10.1007/s11217-007-9027-5
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References found in this work BETA

The Concept of Mind.Gilbert Ryle - 1949 - Hutchinson & Co.
The Extended Mind.Andy Clark & David J. Chalmers - 1998 - Analysis 58 (1):7-19.
Phenomenology of Spirit.G. W. F. Hegel & A. V. Miller - 1977 - International Journal for Philosophy of Religion 10 (4):268-271.

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Peirce’s Rhetorical Turn: Conceptualizing Education as Semiosis.Torill Strand - 2013 - Educational Philosophy and Theory 45 (7):789-803.

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