After Cognitivism

There is a basic perplexity in our times. On the one hand, we ?nd a blind trust in technology and rationalism. In our neo-liberalistically dominated world only what can be rapidly exploited and commercialized seems to count. The only opposing reaction to this kind of rationalism is an extreme rejection of all kinds of reasoning, and sometimes attendant religious fundamentalism. But instead of re?ecting on the limits and possibilites of reasoning, dialogue is replaced by a demagogic struggle between cultures. One cause of the blind trust in technology is misunderstandings about the sign- cance and the application of theories in the reception of the so-called Enlightenment. The Enlightenment is essentially characterized by two forces: (i) the conception of society as a social contract and (ii) the new science (New- nian physics, etc.). But as a result we lost ground: Atomistic individualism nourished the illusion of a self-contained ego prior to man’s entering into a shared inter-subjective world. And in the new science, our constructions of reality became autonomous and indep- dent of our interventions. Thus we became caught in the inherent dynamism of our computational constructions of reality. Science, as it is applied today, operates with far too simple parameters and model-theoretic constructions – erroneously taking the latter (the models) as literal descriptions of reality.

The roots of cognitivism lie deep in the history of Western thought, and to develop a genuinely post-cognitivist psychology, this investigation goes back to presuppositions descended from Platonic/Cartesian assumptions and beliefs about the nature of thought.

AcknowledgmentsIntroduction: Social Theory After Cognitive Science1. Throwing Out the Tacit Rule Book: Learning and Practices2. Searle's Social Reality3. Imitation or the Internalization of Norms: Is Twentieth-Century Social Theory Based on the Wrong Choice?4. Relativism as Explanation5. The Limits of Social Constructionism6. Making Normative Soup Out of Nonnormative Bones7. Teaching Subtlety of Thought: The Lessons of "Contextualism"8. Practice in Real Time9. The Significance of ShilsReferences Index Copyright © Libri GmbH. All rights reserved.

An argument for a non-Cartesian philosophical foundation for cognitive science that combines elements of Heideggerian phenomenology, a dynamical systems approach to cognition, and insights from artificial intelligence-related robotics.

​This book focuses on rethinking creativity for 21st century education. The specific emphasis examines the way that creativity spans disciplines, through a set of common thinking skills that the most accomplished thinkers in any field use. These seven transdisciplinary thinking skills are rooted in historical exemplars of creativity across disciplines. We examine these skills in more detail, chapter by chapter, to offer examples of what each skill looks like in disciplines ranging from art to science, or music to math, and beyond. This set of thinking skills reflects the way that creativity may look different across fields, yet there are common paths of creative thinking that cut across disciplinary boundaries. Beyond this each chapter also considers applications for such skills in 21st century educational contexts, with an eye toward creative teaching and technology. In all of this, the book weaves together broad cultural examples of creativity and the seven transdisciplinary skills, alongside specific application-based examples from technology and teacher education.

The basic idea of the particular way of understanding mental phenomena that has inspired the "cognitive revolution" is that, as a result of certain relatively recent intellectual and technological innovations, informed theorists now possess a more powerfully insightful comparison or model for mind than was available to any thinkers in the past. The model in question is that of software, or the list of rules for input, output, and internal transformations by which we determine and control the workings of a computing machine's hardware. Although this comparison and its many implications have dominated work in the philosophy, psychology, and neurobiology of mind since the end of the Second World War, it now shows increasing signs of losing its once virtually unquestioned preeminence. Thus we now face the question of whether it is possible to repair and save this model by means of relatively inessential "tinkering", or whether we must reconceive it fundamentally and replace it with something different. In this book, twenty-eight leading scholars from diverse fields of "cognitive science"-linguistics, psychology, neurophysiology, and philosophy- present their latest, carefully considered judgements about what they think will be the future course of this intellectual movement, that in many respects has been a watershed in our contemporary struggles to comprehend that which is crucially significant about human beings. Jerome Bruner, Noam Chomsky, Margaret Boden, Ulric Neisser, Rom Harre, Merlin Donald, among others, have all written chapters in a non-technical style that can be enjoyed and understood by an inter-disciplinary audience of psychologists, philosophers, anthropologists, linguists, and cognitive scientists alike.

Staying Well After Psychosis Staying Well After Psychosis is extremely readable, based on solid research evidence and packed full of clinical insights and strategies that will satisfy any clinician seeking innovative approaches to the promotion of recovery from psychosis. Anthony P. Morrison, Professor of Clinical Psychology, University of Manchester, UK Over the past decade our understanding of the experience of psychosis has changed dramatically. As part of this change, a range of psychological models of psychosis and associated interventions have developed. Staying Well After Psychosis presents an individually based psychological intervention targeting emotional recovery and relapse prevention. This approach considers the cognitive, interpersonal and developmental aspects involved in recovery and vulnerability to the recurrence of psychosis. Andrew Gumley and Matthias Schwannauer provide a framework for recovery and staying well that focuses on emotional and interpersonal adaptation to psychosis. This practical manual covers, in detail, all aspects of the therapeutic process of Cognitive Interpersonal Therapy, including: Taking a developmental perspective on help seeking and affect regulation. Supporting self-reorganisation and adaptation after acute psychosis. Understanding and treating traumatic reactions to psychosis. Working with feelings of humiliation, entrapment, loss and fear of recurrence. Working with cognitive interpersonal schemata. Developing coping in an interpersonal context. Clinical psychologists, psychiatrists and mental health professionals will find this innovative treatment manual to be a valuable resource in their work with adults and adolescents. This book will also be of interest to lecturers and students of clinical psychology and mental health.

Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild." Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system. Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations. A Bradford Book

For Learning Theory/Cognition and Instruction, Advanced Educational Psychology, and Introductory Educational Psychology courses. An essential resource for understanding the main principles, concepts, and research findings of key learning theories –especially as they relate to education–this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.

3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houdé’s 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults. This ground-breaking theory simultaneously anchors itself in a deep understanding of the history of psychology and fuels current debates on thinking, reasoning and cognitive development. Spanning the long-term history of psychology, from Plato and Aristotle to more current experimental psychology, this pioneering work goes beyond the approaches of Kahneman (i.e. System 1 theory) and Piaget (i.e. System 2 theory) to put forward a theory in which the inhibitory-control system (i.e. System 3) takes precedence. Houdé argues that the brain contains a third control system located in the prefrontal cortex which is dedicated to inhibiting Kahneman’s intuitive heuristics system and activating Piaget’s logical algorithms system anywhere in the brain on a case-by-case basis, depending on the goal and context of the task. 3-System Theory of the Cognitive Brain simultaneously explains the early logical abilities discovered in babies, the dynamic, strategic and non-linear process of cognitive development in children, and the fast heuristics and biases observed in adults. Houdé considers the exciting implications of this theory on neuro-education using examples from the classroom. This book is essential reading for students and researchers in cognitive development and education, child psychology, reasoning and neurosciences.