TY - JOUR
T1 - Distributed learning
T2 - Educating and assessing extended cognitive systems
AU - Heersmink, Richard
AU - Knight, Simon
N1 - Funding Information:
Heersmink presented this paper at an invited seminar organised by the Eidyn research centre, University of Edinburgh and at the Epistemic Angst and Extended Knowledge workshop at Macquarie University. We would like to thank the organisers and audience for helpful feedback. Knights’ contribution draws on work begun as a Masters student at the University College London Institute of Education, and developed in a talk and chapter for the Institute of Network Cultures Society of the Query conference. Knight extends his thanks to the organisers and participants at that event, and particularly to his supervisor, Dr. Jan Derry, at the Institute of Education. Lastly, we like to thank the two anonymous reviewers for very helpful comments.
Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/8/18
Y1 - 2018/8/18
N2 - Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualizing how we learn to assemble extended cognitive systems by internalizing cultural norms and practices. Having a better grip on how extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organize (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the internet during exams.
AB - Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualizing how we learn to assemble extended cognitive systems by internalizing cultural norms and practices. Having a better grip on how extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organize (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the internet during exams.
KW - Assessment
KW - Distributed Cognition
KW - education
KW - Extended Knowledge
KW - Extended Mind
KW - Intellectual Virtues
KW - Learning
KW - Technology
KW - Virtue Epistemology
UR - http://www.scopus.com/inward/record.url?scp=85047002137&partnerID=8YFLogxK
U2 - 10.1080/09515089.2018.1469122
DO - 10.1080/09515089.2018.1469122
M3 - Article
AN - SCOPUS:85047002137
SN - 0951-5089
VL - 31
SP - 969
EP - 990
JO - Philosophical Psychology
JF - Philosophical Psychology
IS - 6
ER -