Tracing the Biological Roots of Knowledge

The essay is a critical review of three possible approaches in the theory of knowledge while tracing the biological roots of knowledge: empiricist, rationalist and developmentalist approaches. Piaget's genetic epistemology, a developmentalist approach, is one of the first comprehensive treatments on the question of tracing biological roots of knowledge. This developmental approach is currently opposed, without questioning the biological roots of knowledge, by the more popular rationalist approach, championed by Chomsky. Developmental approaches are generally coherent with cybernetic models, of which the theory of autopoiesis proposed by Maturana and Varela made a significant theoretical move in proposing an intimate connection between metabolism and knowledge. Modular architecture is currently considered more or less an undisputable model for both biology as well as cognitive science. By suggesting that modulation of modules is possible by motor coordination, a proposal is made to account for higher forms of conscious cognition within the four distinguishable layers of the human mind. Towards the end, the problem of life and cognition is discussed in the context of the evolution of complex cognitive systems, suggesting the unique access of phylogeny during the ontogeny of human beings as a very special case, and how the problem cannot be dealt with independent of the evolution of coding systems in nature

Embodied Cognition, Organization and Innovation

This chapter explains and employs a constructivist, interactionist theory of knowledge that has come to be known as the perspective of 'embodied cognition'. That view has roots in earlier developmental psychology, and in sociology, and more recently has received further substance from neural science.It yields a basis for a cognitive theory of the firm, with the notion of cognitive distance between people, the resulting view of organization as a cognitive focusing device, the need for external relations with other organizations to compensate for organizational myopia, and the notion of optimal cognitive distance between firms for innovation by interaction.theory of the firm;organizational cognition;learning;innovation

Methodological Interactionism: Theory and Application to the Firm and to the Building of Trust

Recent insights from the ‘embodied cognition’ perspective in cognitive science, supported by neural research, provide a basis for a ‘methodological interactionism’ that transcends both the methodological individualism of economics and the methodological collectivism of (some) sociology, and is consistent with insights from social psychology. It connects with a Mengerian exchange perspective and Hayekian view of dispersed knowledge from Austrian economics. It provides a basis for a new, unified social science that integrates elements from economics, sociology, social psychology and cognitive science. This paper discusses the roots of this perspective, in theory of cognition and meaning, and illustrates its application in a summary of a social-cognitive theory of the firm and an analysis of processes by which trust is built up and broken down.methodology;philosophy of economics;theory of the firm;trust

The co-evolution of number concepts and counting words

Humans possess a number concept that differs from its predecessors in animal cognition in two crucial respects: (1) it is based on a numerical sequence whose elements are not confined to quantitative contexts, but can indicate cardinal/quantitative as well as ordinal and even nominal properties of empirical objects (e.g. ‘five buses’: cardinal; ‘the fifth bus’: ordinal; ‘the #5 bus’: nominal), and (2) it can involve recursion and, via recursion, discrete infinity. In contrast to that, the predecessors of numerical cognition that we find in animals and human infants rely on finite and iconic representations that are limited to cardinality and do not support a unified concept of number. In this paper, I argue that the way such a unified number concept could evolve in humans is via verbal sequences that are employed as numerical tools, that is, sequences of words whose elements are associated with empirical objects in number assignments. In particular, I show that a certain kind of number words, namely the counting sequences of natural languages, can be characterised as a central instance of verbal numerical tools. I describe a possible scenario for the emergence of such verbal numerical tools in human history that starts from iconic roots and that suggests that in a process of co-evolution, the gradual emergence of counting sequences and the development of an increasingly comprehensive number concept supported each other. On this account, it is language that opened the way for numerical cognition, suggesting that it is no accident that the same species that possesses the language faculty as a unique trait, should also be the one that developed a systematic concept of number

Традиційні сюжети: архетип дерева

Two poems from the selection by Maryna Kononenko «Between the crown and roots» are considered in the article. A biblical plot about the Tree of life and the Tree of cognition can be traced in these texts. The study deals with the actualization of cultural and existential tree archetype. Maryna Kononenko tries to measure human existence referring to tree varieties (cherry tree, apple tree)

Extended Cognition Hypothesis Applied to Computational Thinking in Computer Science Education

Computational thinking is a much-used concept in computer science education. Here we examine the concept from the viewpoint of the extended cognition hypothesis. The analysis reveals that the extent of the concept is limited by its strong historical roots in computer science and software engineering. According to the extended cognition hypothesis, there is no meaningful distinction between human cognitive functions and the technology. This standpoint promotes a broader interpretation of the human-technology interaction. Human cognitive processes spontaneously adapt available technology enhanced skills when technology is used in cognitively relevant levels and modalities. A new concept technology synchronized thinking is presented to denote this conclusion. More diverse and practical approach is suggested for the computer scienceeducation.Peer reviewe