LIS and BCIs: a Local, Pluralist, and Pragmatist Approach to 4E Cognition

Hibbert, R.

doi:10.1007/s12152-016-9267-6

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…Algunos aspectos interesantes extraídos de las conceptualizaciones revisadas anteriormente, relacionadas al carácter emocional, contextual y situacional del PC, es que conecta con las concepciones que propone la perspectiva cognitiva 4E (embedded, extended, embodied, enactivo), que postula que la cognición se desarrolla en un sistema complejo de red donde cerebro/cuerpo se incrusta, se extiende y actúa en el mundo (Parada y Rossi, 2018;Hibbert, 2016). Donde el contexto y la situacionalidad constituyen la esencia misma de la cognición (Varela, Thompson y Rosch, 1991).…”

Section: El Pensamiento Crítico Como Metacompetenciaunclassified

El desarrollo del pensamiento crítico en la propuesta curricular de la educación del arte en Chile

Pacheco¹

2019

Estud. pedagóg.

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Section: El Pensamiento Crítico Como Metacompetenciaunclassified

El desarrollo del pensamiento crítico en la propuesta curricular de la educación del arte en Chile

Pacheco¹

2019

Estud. pedagóg.

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“…The above also connects with the notions of 4E‐Cognition Theory (embedded, extended, embodied, enactive). This theory postulates that cognition develops in a complex network system where the brain/body is embedded, extended and acts in the world (Parada & Rossi ; Hibbert ). From this perspective, both context and situationality constitute the very essence of cognition (Varela et al ).…”

Section: Complex Thinking From the Cognitive Sciencesmentioning

confidence: 99%

Art Education for the Development of Complex Thinking Metacompetence: A Theoretical Approach

Pacheco¹

2019

Int J Art Design Ed

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This article proposes to explore the relationships between art education and the development of complex thinking (proposed as metacompetence in this study) from a theoretical perspective. This is an approach that arises from contemporary conceptions about art, which is an intrinsic relationship between the artwork and the creative and critical character towards representation systems. Emphasising the definition of complex thinking proposed by Mathew Lipman serves as a guiding axis to try to establish the cognitive processes that compose it. Among the main findings is that the development of complex thinking and cognition occurs through action and interaction with the environment, thus linking to the notions of ‘situated competence’ and the ‘complex approach to competences’. By including cognitive and metacognitive processes, it allows us to postulate complex thinking as metacompetence. In addition, it is proposed that the use of learning methodologies (under a competence‐based approach) could contribute to an art education where students produce artistic works that involve critical, creative processes or divergent results. It is also necessary that both the curriculum and the teachers encourage an expanded and interdisciplinary vision, understanding that art is not circumscribed to a specific discipline.

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Identifying Relational Applications of Deep Brain Stimulation for Treatment Resistant Depression

Paz

2023

Rev.Phil.Psych.

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LIS and BCIs: a Local, Pluralist, and Pragmatist Approach to 4E Cognition

Cited by 4 publications

References 33 publications

El desarrollo del pensamiento crítico en la propuesta curricular de la educación del arte en Chile

El desarrollo del pensamiento crítico en la propuesta curricular de la educación del arte en Chile

Art Education for the Development of Complex Thinking Metacompetence: A Theoretical Approach

Identifying Relational Applications of Deep Brain Stimulation for Treatment Resistant Depression

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