I develop a theory of action inspired by a Heideggerian conception of concern, in particular for phenomenologically-inspired Embodied Cognition (Noë 2004; Wheeler 2008; Rietveld 2008; Chemero 2009; Rietveld and Kiverstein 2014). I proceed in three steps. First, I provide an analysis that identifies four central aspects of action and show that phenomenologically-inspired Embodied Cognition does not adequately account for them. Second, I provide a descriptive phenomenological analysis of everyday action and show that concern is the best candidate for an explanation (...) of action. Third, I show that concern, understood as the integration of affect and embodied understanding, allows us to explain the different aspects of action sufficiently. (shrink)

I argue that embodied understanding and conceptual-representational understanding interact through schematic structure. I demonstrate that common conceptions of these two kinds of understanding, such as developed by Wheeler (2005, 2008) and Dreyfus (2007a, b, 2013), entail a separation between them that gives rise to significant problems. Notably, it becomes unclear how they could interact; a problem that has been pointed out by Dreyfus (2007a, b, 2013) and McDowell (2007) in particular. I propose a Kantian strategy to close the gap between (...) them. I argue that embodied and conceptual-representational understanding are governed by schemata. Since they are governed by schemata, they can interact through a structure that they have in common. Finally, I spell out two different ways to conceive of the schematic interaction between them—a close, grounding relationship and a looser relationship that allows for a minimal interaction, but preserves the autonomy of both forms of understanding. (shrink)

In this paper I analyze constitution embodiment, a particular conception of embodiment. Proponents of constitution embodiment claim that the body is a condition of the constitution of entities. Constitution embodiment is popular with phenomenologically-inspired Embodied Cognition, including research projects such as Enactivism and Radical Embodied Cognitive Science. Unfortunately, PEC’s use of constitution embodiment is neither clear nor coherent; in particular, PEC uses the concept of constitution embodiment so that a major inconsistency is entailed. PEC conceives of the body in a (...) transcendental sense as a condition of the constitution of entities, and, in an ontic sense, as a scientifically describable entity. Yet, a condition of the constitution of entities cannot be itself an entity—rather, it is the very condition of the possibility of an entity. This inconsistency entails further problems, among them PEC’s misguided focus on the location of the embodied mind. In order to correct these mistakes, I develop a conception of constitution embodiment based on the work of Heidegger, Husserl and to a lesser degree Merleau-Ponty. This has two purposes. First, it provides the conceptual groundwork to secure the status of PEC as a consistent and coherent research project and to clarify PEC’s conception of the relationship between phenomenology and the sciences. In that spirit, my approach provides further guidelines for fruitful research alliances between PEC and other research programs such as Grounded Cognition and identifies current research alliances, such as those with Radical Enactivism, as undesirable. Second, my account provides an elaborate concept of constitution embodiment that can function as the basis for more sophisticated work in the future. (shrink)

In the following I show that Hubert Dreyfus’ account of skill rests on a misguided interpretation of Martin Heidegger’s work on understanding in Being and Time. Dreyfus separates understanding according to the analytic philosophical concept pair, so called ‘know-how’ and ‘knowledge-that’, that corresponds for him to the pragmatist differentiation between skillful acting and theoretical conceptual thinking. Contrary to that, Heidegger argues that only one form of understanding exists that is neither captured by ‘know-how’, ‘knowledge-that’ or a combination of both. Instead (...) of presupposing two radically different ways to engage with the world, one practical-agential, the other theoretical-conceptual, Heidegger shows that all genuine forms of comportments rest on the same form of understanding that exhibits the highest degree of intelligibility when we deal with the world ordinarily. The Heideggerian account therefore comes without the many dichotomies so often criticized in the literature on skill and understanding, and offers a radically different view of world disclosure and of what we do when we ‘theorize’. (shrink)

Contrary to the popular assumption that linguistically mediated social practices constitute the normativity of action (Kiverstein and Rietveld, 2015; Rietveld, 2008a,b; Rietveld and Kiverstein, 2014), I argue that it is affective care for oneself and others that primarily constitutes this kind of normativity. I argue for my claim in two steps. First, using the method of cases I demonstrate that care accounts for the normativity of action, whereas social practices do not. Second, I show that a social practice account of (...) the normativity of action has unwillingly authoritarian consequences in the sense that humans act only normatively if they follow social rules. I suggest that these authoritarian consequences are the result of an uncritical phenomenology of action and the fuzzy use of “normative”. Accounting for the normativity of action with care entails a realistic picture of the struggle between what one cares for and often repressive social rules. (shrink)

One prominent intellectualist position in the debate on the nature of skill, famously defended by Stanley and Williamson (2001; 2017), claims that skill and knowing-how are reducible to knowledgethat. To defend this claim, Stanley and Williamson argue that skill and knowledge-that develop in a sufficiently similar way through different learning stages. In this paper we offer a novel argument to reject this version of intellectualism on methodological, descriptive, and conceptual grounds. We do so by drawing on the work of Heidegger, (...) Dreyfus, and Ryle on skill. We first offer a descriptive account of skilful action based on the work developed by these authors, and we then move on to show that skill and knowledge-that exhibit significant differences. First, while skills cannot be imparted merely linguistically, some forms of knowledge-that can be exclusively imparted and learned verbally. Second, weshow that the temporal learning curves of skill and knowledge-that are importantly different: the former usually requires a more or less extensive training process, whereas the latter may be acquired in a relatively sudden fashion. Finally, we show that, while the structure of most forms of knowledge-that is aggregative, the structure of skilful understanding is dynamic and holistic, which entails that prior skill stages cannot be retrieved and re-enacted at will. (shrink)

Experts would be better teachers if they could adopt the mindset of a novice, but to do so is perplexingly difficult.