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THE JOURNAL OF PHILOSOPHY MRT is consistent with reductionism-no one, to my knowledge, has seriously questioned the truth of MRT itself. Presumably, this complacency speaks to the obvious nature of MRT. Surely, there are many ways to build a system with a given function, whether the system falls within the domain of psychology, biology, or chemistry. Dissenters focus on what this fact means for reductionism. Despite philosophers' ready acceptance of MRT, it is not a precise thesis. Indeed, as far as I know, no philosopher has ever tried to complete the sentence, 'N and Mare distinct realizations of T when and only when '. Rather, philosophical discussion of MRT is dominated by examples that appeal to the intuitive force of the thesis. We are asked to imagine kinds, like carburetors, mousetraps, computers, and minds, that all, presumably, lend themselves to multiple realizations. But why should we accept so easily that MRT is as plausible for minds as it is for carburetors? Furthermore, how much similarity must realizers bear to each other to justify the claim that they are realizations of a single kind? Are corkscrews that differ in composition only-one is made of steel and the other of aluminum-different realizations of the same kind? Are corkscrews which are identical in composition but which differ only in color-one is painted yellow and the other red-different realizations of a corkscrew? Are corkscrews that differ in mechanism as well as in composition-a waiter's corkscrew relies on a simple lever whereas a "winged" corkscrew utilizes a rack and pinion-different realizations

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Psychology has made, and continues to make, a significant contribution to the discipline area of education. Since one of the main aims of education concerns student learning-which is an indisputably psychological phenomenon-we argue that the emerging research agenda of embodied cognition has much to offer educational practitioners, researchers, and/or policy-makers. Although embodied cognition is still in its infancy, the multidisciplinary and interdisciplinary nature of the literature provides some thought-provoking recommendations to enhance educational practice or practices, which in turn can bring about student learning more effectively. Consequently, this article will be concerned with the discussion of two issues: first, we provide a brief historical overview that foregrounds embodied cognition, and, second, we outline the educational implications of embodied cognition through the use of some examples significant to education. We conclude with an argument for the importance of making findings in an area we call 'embodied education' available to teachers.

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