Assistive technology is widely used in contemporary special needs education. Our interest is in the extent to which we can conceive of certain uses of AT in this educational context as a form of extended cognition. It is argued that what is critical to answering this question is that the relationship between the student and the AT is more than just that of subject-and-instrument, but instead incorporates a fluidity and spontaneity that puts it on a functional par with their use (...) of the student’s biological cognitive traits. It is claimed that AT use in special needs education offers an especially plausible case of extended cognition for just this reason. It is further maintained that understanding AT in this fashion has some important philosophical and practical ramifications, including how we should conceive of mainstream education, given that this is increasingly conducted within highly technologically-embedded environments. (shrink)

Presentations of the extended mind thesis are often ambiguous between two versions of that thesis. According to the first, the extension of mind consists in the supervenience base of human individuals’ mental states extending beyond the skull and into artifacts in the outside world. According to a second interpretation, human individuals sometimes participate in broader cognitive systems that are themselves the subjects of extended mental states. This ambiguity, I suggest, contributes to several of the most serious criticisms of the extended (...) mind thesis, for these criticisms only apply to the first interpretation of the thesis. In what follows, I argue that several significant objections to the extended mind thesis fail to undermine the latter interpretation of that thesis. Having defended the second interpretation, I argue that the extension of mind does not involve the extension of self. Consequently, the subject of extended mental states is not the same individual whose causal coupling with external artifacts gives rise to extended mentality. (shrink)

In recent decades, the digital age and the Third Industrial Revolution have attracted significant attention in terms of their benefits and risks. Scholars have explored the impact of these changes on autonomy, freedom, human interactions, cognition, and knowledge sharing. However, the influence of the digital communicative environment on civic interactions and public deliberation processes has received limited attention from virtue theorists. This paper aims to address this gap. First, we discuss the challenges posed by the digital communicative environment, and we (...) present recent attempts to revive civility within this context. Then, we propose a twofold account of civility as consisting in the two virtues of civic benevolence and civil deliberation. Finally, we focus on the epistemic side of civility, civil deliberation, and we conduct the first empirical studies on two of its components. (shrink)

According to a shared functionalist view in philosophy of mind, a cognitive system, and cognitive function thereof, is based on the components of the organism it is realized by which, indeed, play a causal role in regulating our cognitive processes. This led philosophers to suggest also that, thus, cognition could be seen as an extended process, whose vehicle can extend not only outside the brain but also beyond bodily boundaries, on different kinds of devices. This is what we call the (...) ‘Externally Extended Cognition Thesis.’ This notion has generated a lively debate. Here, we offer a novel notion of extended cognition, according to which cognition can be seen as being realized outside the brain, but still inside the body. This is what we call the ‘Internally Extended Cognition Thesis’. Not only our thesis but also our approach while defending it is innovative. The argument we offer is supported by recent empirical findings in the life sciences and biomedicine, which suggest that the gut microbiota’s activity has a functional role in regulating our cognitive processes and behaviors. In doing so, we embrace the holobiont-perspective, according to which it is possible to claim that what we call biological individuals are not autonomous entities with clear boundaries, but should rather be seen as networks of multiple interactions among species. Thus, by analyzing different sets of evidence in light of the holobiont-perspective, we argue that the gut microbiota could be seen as a component of our organism. On the basis of the philosophical interpretation of this evidence, however, we also suggest that there are no impediments standing the way of considering the gut microbiota also as a functional extension of our cognitive system. If so, this amounts to extending cognition out of ‘our skull’, though still confining it within ‘our body’: to ‘our gut’. This is an instance of the ‘Internally Extended Cognition Thesis,’ whose benefits for an original theory of extended cognition are discussed. (shrink)

According to a traditional account, moral cognition is an achievement gained over time by sharing a practice under the guidance and the example of the wise, in analogy with craft and apprenticeship. This model captures an important feature of practical reason, that is, its incompleteness, and highlights our dependence on others in obtaining moral knowledge, coherently with the socially extended mind agenda and recent findings in empirical psychology. However, insofar as it accords to exemplars’ decisive authority to determine the standard (...) of correctness for moral cognition, the model does not offer protection against arbitrariness and discrimination. The article argues that to understand the socially distributed nature of practical knowledge, we have to discard the notion of exemplars and reconceive of others as having equal normative standing. This claim allows us to revisit the conception of autonomy as key to distributed practical knowledge. While autonomy does not amount to selfsufficiency and self-reliance, it does demand independence of judgement and stands in contrast to servility, submission, and other sorts of defective ways of relying on others. The requirement of equal standing provides the basis for distinguishing between proper and improper reliance on others. Keywords: autonomy, Aristotle, exemplarism, extended mind, constructivism, practical knowledge, equal standing. (shrink)

According to the Extended knowledge dilemma, first formulated by Clark (Synthese 192:3757–3775, 2015) and subsequently reformulated by Carter et al. (in: Carter, Clark, Kallestrup, Palermos, Pritchard (eds) Extended epistemology, Oxford Univer- sity Press, Oxford, pp 331–351, 2018a), an agent’s interaction with a device can either give rise to knowledge or extended cognition, but not both at the same time. The dilemma rests on two substantive commitments: first, that knowledge by a subject requires that the subject be aware to some extent (...) of some features of that knowledge’s sources and, second, that cognitive processes can only be extended if the subject is mostly unaware of the external object. The overwhelming response to the dilemma by proponents of extended knowledge has been to reconcile the demands of knowl- edge with the requirement that genuine extended cognition must lack any conscious encountering of the external artifact that features in the putative extended cognitive process. My approach, thus far unexplored, will be the opposite: I show how extended cognition can be made compatible with a wide range of agential attitudes, including an active form of epistemic hygiene. Consequently, I open the door for a new way of vindicating the possibility of extended knowledge, and call into question some assumptions that lie at the core of extended cognition theory. (shrink)

This paper examines what it takes for a state of knowledge-how to be extended (i.e. partly constituted by entities external to the organism) within an anti-intellectualist approach to knowledge-how. I begin by examining an account of extended knowledge-how developed by Carter, J. Adam, and Boleslaw Czarnecki. 2016 [“Extended Knowledge-How.” Erkenntnis 81 (2): 259–273], and argue that it fails to properly distinguish between cognitive outsourcing and extended knowing-how. I then introduce a solution to this problem which rests on the distribution of (...) tasks between agent and non-biological entity. On closer inspection, I show that this solution is ultimately unsatisfactory, though its failure is instructive as it illuminates the important role played by an agent’s skilled interaction with an external entity. Drawing on key anti-intellectualist ideas, as well as on insight from cognitive psychology, I propose an account according to which what ultimately matters for extending knowledge-how is whether a hybrid ability is self-regulated. In closing, I illuminate the practical value of extended knowledge-how vis-à-vis cognitive outsourcing. (shrink)

Investigamos o problema da continuidade entre (1) cognições básicas e (2) complexas, especificamente em relação à linguagem. Nossa hipótese é a de que visões contemporâneas da linguagem não inviabilizam necessariamente a abordagem bottom-up ― abordagens tipicamente enativistas. Primeiro apresentamos a posição de Daniel Hutto e Erik Myin (2013, 2017), representantes do Radically Enactive Cognition (REC), a qual assume o desafio da continuidade e identifica na linguagem o critério para uma distinção de tipo entre (1) e (2). Em seguida, estabelecemos a (...) posição Wittgensteiniana defendida por Moyal-Sharrock (2019), na qual a linguagem seria apenas mais uma habilidade de possível desenvolvimento para (1) e (2). Haveria, portanto, somente uma distinção de grau , não de tipo. Por mais que a avaliação de Moyal-Sharrock seja interessante no sentido de que parece evitar um ceticismo de continuidade (identificado por ela no REC), também encontramos problemas em sua visão. (shrink)