Instructional design and technology grounded in enactivism: A paradigm shift?

Abstract

Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism-an emerging new philosophical world view-as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored. IntroductionThis paper explores enactivism and the possibilities offered by this paradigm to instructional design and technology (IDT). Enactivism, rooted in the phenomenological work of Merleau-Ponty and Bateson's biological perspectives, is an emerging philosophical world view and has flourished particularly in the field of mathematics education. At a fundamental level, it rejects dualism and focuses on the importance of embodiment and action to cognition.

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