When someone masters a skill, their performance looks to us like second nature: it looks as if their actions are smoothly performed without explicit, knowledge-driven, online monitoring of their performance. Contemporary computational models in motor control theory, however, are instructionist: that is, they cast skillful performance as a knowledge-driven process. Optimal motor control theory, as representative par excellence of such approaches, casts skillful performance as an instruction, instantiated in the brain, that needs to be executed—a motor command. This paper (...) aims to show the limitations of such instructionist approaches to skillful performance. We specifically address the question of whether the assumption of control-theoretic models is warranted. The first section of this paper examines the instructionist assumption, according to which skillful performance consists of the execution of theoretical instructions harnessed in motor representations. The second and third sections characterize the implementation of motor representations as motor commands, with a special focus on formulations from OMCT. The final sections of this paper examine predictive coding and active inference—behavioral modeling frameworks that descend, but are distinct, from OMCT—and argue that the instructionist, control-theoretic assumptions are ill-motivated in light of new developments in active inference. (shrink)

The analogy between virtue and skill is well-known from the ancient Greek ethical tradition, and in Intelligent Virtue, Julia Annas makes a compelling case for its continued relevance to contemporary theory. Yet scant attention gets paid to the kind of skill to which virtue is most appropriately analogized. An insufficiently nuanced view of skill, I contend, renders the analogy less illuminating than it otherwise might be, and prevents virtue ethicists from making optimal use of the analogy. In (...) this paper, I argue that embodied skill provides a particularly apt analogy for Aristotelian virtue in several important respects, and that it successfully captures the central features of Annas’ view while excluding skills that are problematically disanalogous to virtue. Moreover, I suggest that the refined analogy can help clarify some issues regarding deliberation, decision, and actions done on the spur of the moment. (shrink)

Propositionalism in the philosophy of action is the popular view that intentional actions are bodily movements caused and rationalized by certain ‘internal’ propositional attitude states that constitute the agent's perspective. I attack propositionalism's background claim that the genuinely mental/cognitive dimension of human action resides solely in some range of ‘internal’ agency-conferring representational states that causally trigger, and thus are always conceptually disentangle-able from, bodily activity itself. My opposing claim, following Ryle, Wittgenstein, and others, is that mentality and intentionality can be (...) constitutively implicated in bodily actions themselves, as exercises of a distinctive form of embodied practical understanding. I attempt to show this by attending to the fine-grained contours of various skillful actions. (shrink)

‘There is no place in the phenomenology of fully absorbed coping’, writes Hubert Dreyfus, ‘for mindfulness. In flow, as Sartre sees, there are only attractive and repulsive forces drawing appropriate activity out of an active body’1. Among the many ways in which history animates dynamical systems at a range of distinctive timescales, the phenomena of embodied human habit, skilful movement, and absorbed coping are among the most pervasive and mundane, and the most philosophically puzzling. In this essay we examine (...) both habitual and skilled movement, sketching the outlines of a multidimensional framework within which the many differences across distinctive cases and domains might be fruitfully understood. Both the range of movement phenomena which can plausibly be seen as instances of habit or skill, and the space of possible theories of such phenomena are richer and more disparate than philosophy easily encompasses. We seek to bring phenomenology into contact with relevant movements in psychological theories of skilful action, in the belief that phenomenological philosophy and cognitive science can be allies rather than antagonists. (shrink)

To better understand the nature of joint expertise and its underlying processes, we need not only analyses of the general conditions for skilled group action, but also descriptive accounts of the features and dimensions that vary across distinct performances and contexts, such as sport and the arts. And in addition to positioning our accounts against current models of individual skill, we need concepts and lessons from work on collaborative processes in other cognitive domains. This paper examines ecological or situational (...) components of expert joint action in practice, then offers a selective survey of some key cognitive and affective resources that shape and transform group performance. (shrink)

Contemporary critical instincts, in early modern studies as elsewhere in literary theory, often dismiss invocations of mind and cognition as inevitably ahistorical, as performing a retrograde version of anachronism. Arguing that our experience of time is inherently anachronistic and polytemporal, we draw on the frameworks of distributed cognition and extended mind to theorize cognition as itself distributed, cultural, and temporal. Intelligent, embodied action is a hybrid process, involving the coordination of disparate neural, affective, cognitive, interpersonal, ecological, technological, and cultural (...) resources. Because the diverse elements of such coupled systems each have their own histories and dynamics, many distinctive or competing times are built in to the very mechanisms of remembering and reasoning. We make this argument by means of two distinct case histories: a reading of the site-specific audio walk of Canadian artist Janet Cardiff; and an extended discussion of a famously anachronistic moment in William Shakespeare’s King Lear. These readings reveal the inherent polytemporalities of human mental and social life. (shrink)

Upshot: A successful program for an enactive view of dreaming would have to clarify phenomenal and neurophysiological similarities and differences between waking perception, imagination, and dreaming. An embodied and skillful view of the dream process would require careful investigation of somatic sources of dream content, including sensory incorporation, and global, indirect ways in which dream content reacts metaphorically to changes in bodily states. Neurophenomenology of dreams would benefit from developing dreaming-specific approaches to training researchers and participants in phenomenological methods.

Cutting-edge scholarship in performance studies, cognitive science, sociology, literature, psychology, philosophy and sport science is brought together to ask: What do individuals bring to and do in collaborative embodied performance? How do group members with distinct capacities complement each other in skilled action? Innovative methodological approaches are applied to detailed case studies from martial arts, tango, social interaction, English Restoration Theatre, Body Weather, traditional and digitally-informed experiences of music composition, and failing at handstands. Each investigation exposes performance and theory (...) as mutually revealing, informative and captivating. Short chapters fall into thematic clusters exploring embodied coordination, cognition, and collaboration, followed by commentaries from leading scholars in performance studies and cognitive science. Each brings to light different facets of the performance ecology present in the collaborative moment, equipping performance makers, students and researchers with theoretical, methodological and practical inspiration to delve deeper into their own embodied practices and critical thinking. (shrink)

Electronic sports and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type of (...) skills that might be tested can even be considered fundamental movement skills. Under appropriate educational supervision, with knowledge of the game, eSports can be utilized for the development of specific elements of digital literacy. Although motor skills are a defining characteristic of eSports, we do not argue that eSports should be integrated within PE. These arguments have not so much to do with the status of physicality present, but with differences in t... (shrink)

Electronic sports and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type of (...) skills that might be tested can even be considered fundamental movement skills. Under appropriate educational supervision, with knowledge of the game, eSports can be utilized for the development of specific elements of digital literacy. Although motor skills are a defining characteristic of eSports, we do not argue that eSports should be integrated within PE. These arguments have not so much to do with the status of physicality present, but with differences in t... (shrink)

In emphasising improvement, smooth coping and success over variability and regression, skill theory has overlooked the processes performers at all levels develop and rely on for managing bodily and affective fluctuations, and their impact on skilled performance. I argue that responding to the instability and variability of unique bodily capacities is a vital feature of skilled action processes. I suggest that embodied intelligence – a term I use to describe a set of abilities to perceptively interpret and make (...) use of information from body, mind, environment and task requirements, and to modulate one’s focus, awareness and action strategies accordingly – is critical for performing well-learned skills in vulnerable situations. It is critical for staying safe. To investigate these components of skilled action, I employ a cognitive ethnographic method, combined with apprenticeship on the static trapeze, to produce two ‘experience near’ case studies. These document in-situ experiences of awareness, self-regulation and embodied intelligence. Both reveal strong connections between a reflective awareness of bodily vulnerability and variability, and self-regulatory processes – specifically, the down- and up-regulation of anxiety. I then reflect on these case studies in relation to a prospective sense of agency, the awareness of control acts that may lead to performance outcomes. With increased clarity on these features of embodied intelligence and attention during action, other researchers can build on this study to further probe and map the maintenance and functions of embodied intelligence in dealing with the instability of skills. (shrink)

One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The literature on phenomenology (...) of skill acquisition is first considered. In particular, we draw on Merleau-Ponty’s notion of habit. Further, we introduce pragmatist philosophy and in particular the work of John Dewey as a useful complement to the phenomenological perspective. It is in particular Dewey’s emphasis on habits, experience and education that are found to be useful in our exploration of the relationship between the two justifications under consideration, because it allows us to point out the importance of habits of att... (shrink)

Examining movement learning though Piercean semiotics, this article affirms the basic embodied notion that to utilize one’s body constitutes a form of thought. Through a case study that focuses on theorization of skilled movement in a Japanese martial art that has been transported into North America, I examine processes involved in somatic learning, including both ontological as well as epistemological aspects. I suggest that embodied skills are passed on through story telling, rather than through more conventional models of (...) “passing down information.” Learning somatic skills, or learning more generally, can thereby be conceptualized as a process of attuning judgment, in contrast to acquiring a set of internalized representations about the world. (shrink)

Embodied approaches to cognition conceive of mental life as emerging from the ongoing relationship between neural and extra-neural resources. The latter include, first and foremost, our entire body, but also the activity patterns enacted within a contingent milieu, cultural norms, social factors, and the features of the environment that can be used to enhance our cognitive capacities (e.g., tools, devices, etc.). Recent work in music education and sport psychology has applied general principles of embodiment to a number of social (...) contexts relevant to their respective fields. In particular, both disciplines have contributed fascinating perspectives to our understanding of how skills are acquired and developed in groups; how musicians, athletes, teachers, and coaches experience their interactions; and how empathy and social action participate in shaping effective performance. In this paper, we aim to provide additional grounding for this research by comparing and further developing original themes emerging from this cross-disciplinary literature and empirical works on how performative skills are acquired and optimized. In doing so, our discussion will focus on: (1) the feeling of being together, as meaningfully enacted in collective musical and sport events; (2) the capacity to skillfully adapt to the contextual demands arising from the social environment; and (3) the development of distributed forms of bodily memory. These categories will be discussed from the perspective of embodied cognitive science and with regard to their relevance for music education and sport psychology. It is argued that because they play a key role in the acquisition and development of relevant skills, they can offer important tools to help teachers and coaches develop novel strategies to enhance learning and foster new conceptual and practical research in the domains of music and sport. (shrink)

In this article, the notion of re-embodiment is developed to include the ways that rearrangement and renewals of body schema take place in rehabilitation. More specifically, the embodied learning process of acquiring wheelchair skills serves as a starting point for fleshing out a phenomenological understanding of incorporation of assistive devices. By drawing on the work of Merleau-Ponty, the reciprocal relation between acquisition habits and incorporation of instruments is explored in relation to the learning of wheelchair skills. On the basis (...) of this, it is argued that through learning to manoeuvre the wheelchair, a reversible relation between is established between the moving body-subject and the wheelchair. In this sense, re-embodiment involves a gestalt switch from body image to body schema. (shrink)

The target article makes a compelling case for the idea that agents rely on the world for external memory in fast-paced perceptual tasks. As I argue, however, agents also rely on the external environment for computational hardware that helps to keep cognitive computations tractable. Hence the external world provides not only memory for computations involving perceptual system actions, but it provides domain-level actions that figure in cognitive computations as well.

in Jeremy McKenna (ed), At the Boundaries of Cricket, to be published in 2007 as a special issue of the journal Sport in Society and as a book in the series Sport in the Global Society (Taylor and Francis).

Close relationships between men and women have been theorized from feminist, psychoanalytic, and political economic perspectives. In seduction communities, dating coaches and pickup artists act as expert mediums in scripting norms of heterosexual courtship between men and women. Based on an ethnographic analysis of intimate labor between coaches and male clients in seduction communities based in New York City, this article suggests three things. First, that apprenticing in techniques of heterosexual seduction is about masculine self-fashioning; second, that men experience culturally-based (...) ambivalences around norms of self-help—including ideas of freedom, dependency, and addiction—in ways that fashion their bodies, speech acts, and identities as objects of desire for women; and third, that practices of seduction complicate heteronormative masculine identities by creating intimate spheres of dependency and self-disclosure among men. This article follows men’s trajectories of learning seduction skills, and finds that men rely on competing rhetorics of authentic expression and technical self-presentation that seek to manage a range of social, economic, and gender-based inequalities. (shrink)

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as ‘cultural preservationists’ for ‘intangible cultural heritage’. This ‘Robot Māori Haka’ proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective (...) experiences cultivated in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the ‘intangible’ entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling. (shrink)

A recent paradigm shift in music research has allowed scholars to examine the macro- and micro-processes taking place within musical performance and underlying cognitive processes. Tying in with phenomenological theories of embodied perception and cognition, this paper focuses on bodily musical activity relevant to the acquisition of instrumental musical skills—the process of learning music. Dynamic interaction with musical instruments, accompanied by the interplay of action and passion, involves body image and body schema, whose status oscillates in different phases of (...) the acquisition of instrumental musical skills; this interaction allows humans to direct attention from their bodily states—the proximal—to the quality of musical sounds and a unity of musical experience—the distal. It is thus argued that shaping music by means of playing a musical instrument can be conceived of as an embodied process, of understanding the forms of one’s own experience as related to the musical world that is created by one’s bodily activity. (shrink)

When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account of the learned (...) motor routines that constitute embodied skills cannot be given in a purely bottom-up, brute-causal fashion. Rather, motor control is intelligent all the way down. To establish this, I will first review two recent accounts of skill, Stanley and Krakauer and Papineau, which characterize the automatic motor control responsible for the fine-grained movements constitutive of motor skill as brute, low-level phenomena. I will then isolate five key features that should apply to skilled motor control, if these accounts are correct. Together, the accounts posit that motor control is: ballistic, invariant, independent of general action trajectories, Insensitive to semantic content, and independent of personal-level intentions. In the final section of this paper, I will appeal to optimal control theory for empirical evidence to challenge the commitment to skilled action as qualified by the above features. (shrink)

In this paper, we argue that the intentionality at play in skilled performance is not only inherently normative but also inherently affective. We take a radically embodied approach to the mind in which we conceive of cognitive agents as sensorimotor systems moved to maintain their biological and sociocultural identity, whose perception is direct and occurs in terms of affordances. Within this framework, we define skilled performance as the enactment of action and perception patterns in which the agent is intentionally (...) oriented towards specific features in the environment. We propose that skillful intentionality is guided by normative constraints involving the material and social conditions of the agent but is ultimately determined by the intrinsic purpose of maintaining the agent’s identity, and skilled intentionality is inherently affective because it is a specific occurrence arising from a general sense of care to maintain one’s identity which is realized by orienting oneself towards the right aspects of the environment in the right way. Skilled performance thus requires agents to establish a normative and affective intentionality towards aspects of their material environment. We show that, since sociocultural practices shape human identities, sociocultural practices play a crucial role in shaping human intentionality of skilled performance both in their normative and affective dimensions. Maintaining a human identity, we argue, amounts to routinely carrying out activities that form a historical pattern which is shared with and recognized by others. (shrink)

In exploring skilled performance in Contact Improvisation, we utilize an enactive ethnographic methodology combined with an interdisciplinary approach to examine the question of how skill develops in CI. We suggest this involves the development of subtleties of awareness of intra- and interkinaesthetic attunement, and a capacity for interkinaesthetic negative capability—an embodied interpersonal ‘not knowing yet’—including an ease with being off balance and waiting for the next shift or movement to arise, literally a ‘playing with’ balance, falling, nearly falling, (...) momentum and gravity. We draw on insights from an interdisciplinary approach, including from a developmental perspective concerning the experience of dyadic interpersonal embodied skill development in both infancy and CI. Building on Ravn and Høffding’s definition of expertise in improvisation as an “oscillatory process of assuming and relinquishing agency” we propose that a key aspect of expertise in CI involves oscillation between levels and processes of interkinaesthetic sense of agency. These interdisciplinary insights also elucidate limitations within current conceptualisations of sense of agency, including the relationship between sense of agency and sense of control. (shrink)

When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account of the learned (...) motor routines that constitute embodied skills cannot be given in a purely bottom-up, brute-causal fashion. Rather, motor control is intelligent all the way down. To establish this, I will first review two recent accounts of skill, Stanley and Krakauer (Front Hum Neurosci, 2013. doi:10.3389/fnhum.2013.0050) and Papineau (R Inst Philos Suppl 73:175–196, 2013), which characterize the automatic motor control responsible for the fine-grained movements constitutive of motor skill as brute, low-level phenomena. I will then isolate five key features that should apply to skilled motor control, if these accounts are correct. Together, the accounts posit that motor control is: (1) ballistic, (2) invariant, (3) independent of general action trajectories, (4) Insensitive to semantic content, and (5) independent of personal-level intentions. In the final section of this paper, I will appeal to optimal control theory for empirical evidence to challenge the commitment to skilled action as qualified by the above features. (shrink)

Experiences of embodied remembering are familiar and diverse. We settle bodily into familiar chairs or find our way easily round familiar rooms. We inhabit our own kitchens or cars or workspaces effectively and comfortably, and feel disrupted when our habitual and accustomed objects or technologies change or break or are not available. Hearing a particular song can viscerally bring back either one conversation long ago, or just the urge to dance. Some people explicitly use their bodies to record, store, (...) or cue memories. Others can move skilfully, without stopping to think, in complex and changing environments thanks to the cumulative expertise accrued in their history of fighting fires, or dancing, or playing hockey. The forms of memory involved in these cases may be distinct, operating at different timescales and levels, and by way of different mechanisms and media, but they often cooperate in the many contexts of our practices of remembering. (shrink)

Radical embodied cognitive science is split into two camps: the ecological approach and the enactive approach. We propose that these two approaches can be brought together into a productive synthesis. The key is to recognize that the two approaches are pursuing different but complementary types of explanation. Both approaches seek to explain behavior in terms of the animal–environment relation, but they start at opposite ends. Ecological psychologists pursue an ontological strategy. They begin by describing the habitat of the species, (...) and use this to explain how action possibilities are constrained for individual actors. Enactivists, meanwhile, pursue an epistemic strategy: start by characterizing the exploratory, self-regulating behavior of the individual organism, and use this to understand how that organism brings forth its animal-specific umwelt. Both types of explanation are necessary: the ontological strategy explains how structure in the environment constrains how the world can appear to an individual, while the epistemic strategy explains how the world can appear differently to different members of the same species, relative to their skills, abilities, and histories. Making the distinction between species habitat and animal-specific umwelt allows us to understand the environment in realist terms while acknowledging that individual living organisms are phenomenal beings. (shrink)

Dreyfus’s work is widely known for its critique of artificial intelligence and still stands as an example of how to do excellent philosophical work that is at the same time relevant to contemporary technological and scientific developments. But for philosophers of technology, especially for those sympathetic to using Heidegger, Merleau-Ponty, and Wittgenstein as sources of inspiration, it has much more to offer. This paper outlines Dreyfus’s account of skillful coping and critically evaluates its potential for thinking about technology. First, it (...) is argued that his account of skillful coping can be developed into a general view about handling technology which gives due attention to know-how/implicit knowledge and embodiment. Then a number of outstanding challenges are identified that are difficult to cope with if one remains entirely within the world of Dreyfus’s writings. They concern questions regarding other conceptualizations of technology and human–technology relations, issues concerning how to conceptualize the social and the relation between skill, meaning, and practices, and the question about the ethical and political implications of his view, including how virtue and skill are related. Acknowledging some known discussions about Dreyfus’s work, but also drawing on other material and on the author’s previous writings, the paper suggests that to address these challenges and develop the account of skillful coping into a wider scoped, Dreyfus-inspired philosophy of technology, it could take more distance from Heidegger’s conceptions of technology and benefit from engagement with work in postphenomenology, pragmatism, the later Wittgenstein, and virtue ethics. (shrink)

In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into (...) various 'knowledges', and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know. In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs. (shrink)

The sensorimotor theory of perceptual experience claims that perception is constituted by bodily interaction with the environment, drawing on practical knowledge of the systematic ways that sensory inputs are disposed to change as a result of movement. Despite the theory’s associations with enactivism, it is sometimes claimed that the appeal to ‘knowledge’ means that the theory is committed to giving an essential theoretical role to internal representation, and therefore to a form of orthodox cognitive science. This paper defends the role (...) ascribed to knowledge by the theory, but argues that this knowledge can and should be identified with bodily skill rather than representation. Making the further argument that the notion of ‘representation hunger’ can be replaced with ‘prima facie representation hunger’, it concludes that although the theory could optionally be developed scientifically in part by reference to internal representation, it makes a strong and natural fit with anti-representationalist embodied or enactive cognitive science. (shrink)

This chapter is an extended version (almost 2x in length) of an essay first published in Australasian Philosophical Review. -/- Abstract: In On Female Body Experience, Iris Marion Young argues that a central aim of feminist and queer theory is social criticism. The goal is to understand oppression and how it functions: know thy enemy, so as to better resist. Much of Sally Haslanger’s work shares this goal, and her newest article, “Cognition as a Social Skill,” is no exception. (...) In this essay, I will specify what I believe is special and insightful about Haslanger’s theory of oppression and her most recent addition to it. However, I also explore what it is missing, namely, an account of what Young calls “individual [embodied] experience, subjectivity, and identity.” Echoing a chorus of critical voices, I argue that this omission undermines Haslanger’s ability to effectively theorize group oppression and how to resist it. The core problem is this. Haslanger privileges a third-person methodology that prioritizes social structures over all else. I conclude by amplifying a collective call to action: any adequate theory of oppression must attend to both the lived experiences of individuals and to social structures, that is, to the broad institutional and cultural underpinnings of oppression. A theory that does only one, or the other, will fail. Through this analysis, the chapter contributes to an overall aim of this volume, namely, to advance our understanding of racial and gender-based group oppressions by paying closer attention to facts about embodiment. (shrink)

RAAAF [Rietveld Architecture-Art-Affordances] is an interdisciplinary studio that operates at the crossroads of visual art, experimental architecture and philosophy. RAAAF makes location- and context-specific artworks, an approach that derives from the respective backgrounds of the founding partners: Prix de Rome laureate Ronald Rietveld and Socrates Professor in Philosophy Erik Rietveld.

Much contemporary social epistemology takes as its starting point individuals with sophisticated propositional attitudes and considers (i) how those individuals depend on each other to gain (or lose) knowledge through testimony, disagreement, and the like and (ii) if, in addition to individual knowers, it is possible for groups to have knowledge. In this paper I argue that social epistemology should be more attentive to the construction of knowers through social and cultural practices: socialization shapes our psychological and practical orientation so (...) that we perform local social practices fluently. Connecting practical orientation to an account of ideology, I argue that to ignore the ways in which cognition is socially shaped and filtered is to allow ideology to do its work unnoticed and unimpeded. Moreover, ideology critique cannot simply challenge belief, but must involve challenges to those practices through which we ourselves become the vehicles and embodiments of ideology.V. (shrink)

Successful athletic performance requires precision in many respects. A batter stands behind home plate awaiting the arrival of a ball that is less than three inches in diameter and moving close to 100 mph. His goal is to hit it with a ba­­t that is also less than three inches in diameter. This impressive feat requires extraordinary temporal and spatial coordination. The sweet spot of the bat must be at the same place, at the same time, as the ball. A (...) basketball player must keep a ball bouncing as she speeds from one end of the court to another, evading defensive players. She may never break pace as she lifts from the ground, throwing the ball fifteen feet toward a hoop that is eighteen inches in diameter. One task facing a psychologist involves explaining how the body does such things within the sometimes very demanding spatial and temporal constraints that a given task imposes. Part of the goal of this chapter is to sketch the commitments of an embodied approach to such an explanation. We shall see that an embodied account of motor skills draws concepts that depart radically from more traditional cognitivist theories of motor activity. Similarly, because an embodied approach to cognition introduces new ways to understand the human capacity for social interaction, it also promises to shed new light on how athletes coordinate their actions with each other. (shrink)

In this paper I explore systematically the relationship between Brain-Computer Interfaces (BCIs) and their human users from a phenomenological and cognitive perspective. First, I functionally decompose BCI systems and develop a typology in which I categorize BCI applications with similar functional properties into three categories, those with (1) motor, (2) virtual, and (3) linguistic applications. Second, developing and building on the notions of an embodied tool and cognitive tool, I analyze whether these distinct BCI applications can be seen as (...) bodily or cognitive extensions. Contrary to some recent philosophical claims, I will argue that, although BCI technology may have the potential to become bodily and cognitive extensions for skilled users, at this stage they are not. And while the electrodes may to a variable degree be transparent and incorporated in the body schema, the BCI system as a whole is not. Moreover, BCIs do not have a functional role characteristic for cognition and are therefore not cognitive extensions. Third, based on concepts from the distributed cognition framework, I give a number of suggestions to improve the interface design of linguistic applications, i.e. BCIs that allow its user to spell words by selecting letters on a screen. These suggestions may result in cognitive extension and would enhance the autonomy and quality of life of its users. In sum, in this paper I develop a typology, analysis and critique on the current philosophical debate on BCIs, thereby providing a richer conceptual understanding of BCI systems which allows me to offer some suggestions for improving the interface design of linguistic applications. (shrink)

[Andy Clark] What is the relation between perceptual experience and the suite of sensorimotor skills that enable us to act in the very world we perceive? The relation, according to 'sensorimotor models' (O'Regan and Noë 2001, Noë 2004) is tight indeed. Perceptual experience, on these accounts, is enacted via skilled sensorimotor activity, and gains its content and character courtesy of our knowledge of the relations between (typically) movement and sensory stimulation. I shall argue that this formulation is too extreme, and (...) that it fails to accommodate the substantial firewalls, dis-integrations, and special-purpose streamings that form the massed strata of human cognition. In particular, such strong sensorimotor models threaten to obscure the computationally potent insensitivity of key information-processing events to the full subtleties of embodied cycles of sensing and moving. /// [Naomi Eilan] The strong sensorimotor account of perception gives self-induced movements two constitutive roles in explaining visual consciousness. The first says that self-induced movements are vehicles of visual awareness, and for this reason consciousness 'does not happen in the brain only'. The second says that the phenomenal nature of visual experiences is consists in the action-directing content of vision. In response I suggest, first, that the sense in which visual awareness is active should be explained by appeal to the role of attention in visual consciousness, rather than self-induced movements; and second, that the sense in which perceptual consciousness does not happen in the brain only should be explained by appeal to the relational nature of perceptual consciousness, appeal to which also shows why links with action cannot exhaust phenomenal content. (shrink)