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Self-Confrontation Micro-Phenomenological Interviews (SCMPIs) aim to capture the fine-grained details of an athlete's experience, focusing on pre-reflective consciousness without resorting to post-hoc rationalizations. This specific type of self-confrontation interview was developed in the domain of work analysis in cognitive ergonomics. Despite its integration into numerous research studies in sport performance and training practices, the direct effects of the SCMPI on athletes remain underexplored. In this perspective article, we provide a brief overview of the theoretical foundations of SCMPI as well as a description of the paradox of the SCMPI situation. Throughout this paper, we highlight the unsolved questions around use of SCMPIs to improve athletes' performance by enhancing reflective thinking as well as pre-reflective awareness. Furthermore, we discuss the epistemological and practical considerations regarding the selection and use of activity traces in SCMPIs. The paper calls for further research to evaluate the SCMPI's impact on performance in elite athletes, emphasizing the need for a rational application of this method in both research and practical interventions. [ABSTRACT FROM AUTHOR]

Self-Confrontation Micro-Phenomenological Interviews (SCMPIs) aim to capture the fine-grained details of an athlete's experience, focusing on pre-reflective consciousness without resorting to post-hoc rationalizations. This specific type of self-confrontation interview was developed in the domain of work analysis in cognitive ergonomics. Despite its integration into numerous research studies in sport performance and training practices, the direct effects of the SCMPI on athletes remain underexplored. In this perspective article, we provide a brief overview of the theoretical foundations of SCMPI as well as a description of the paradox of the SCMPI situation. Throughout this paper, we highlight the unsolved questions around use of SCMPIs to improve athletes' performance by enhancing reflective thinking as well as pre-reflective awareness. Furthermore, we discuss the epistemological and practical considerations regarding the selection and use of activity traces in SCMPIs. The paper calls for further research to evaluate the SCMPI's impact on performance in elite athletes, emphasizing the need for a rational application of this method in both research and practical interventions. [ABSTRACT FROM AUTHOR]

Behaviour settings are sociocultural places defined by three main ecological aspects: the affordances of material structures, typical patterns of skilful action and socially situated norms. These aspects explain the observed regularities of human behaviour associated with the material characteristics of places. However, the focus of ecological theories on how individual agents attune their actions to the pre-established order of behaviour settings neglects the agents' active role in sustaining or motivating transformations in this order. We therefore propose an alternative enactive approach to behaviour settings that accounts for the role of agents as active supporters and transformers of behaviour settings. Based on the enactive concepts of agency, normativity and dialectics, we argue that agents, as participants of behaviour settings, simultaneously respond to multiple normative dimensions (e.g. biological, sensorimotor and interactive). To sustain the order of behaviour settings, agents sometimes need to inhibit other normative responses of their bodies, which sometimes is detrimental to one or many aspects of their lives. Nonetheless, agents can collectively trigger the transformation of behaviour settings. This transformation can occur dialectically as tensions between two or more norms to which human bodies respond are resolved, even if new tensions arise and the process of changing behaviour setting continues. This article is part of the theme issue 'People, places, things and communities: expanding behaviour settings theory in the twenty-first century'. [ABSTRACT FROM AUTHOR]

The purpose of this article is to introduce a design-based research (DBR) approach developed in the field of vocational and continuing education, which is grounded in a pragmatic and phenomenologically inspired enactivist approach to activity. As a design-based methodology, our activity-centered and enactive DBR approach aims to generate knowledge related to design and to identify relevant design principles. After detailing the particularities of an activity-centered and enactive DBR approach, we focus on the results pertaining to design knowledge by identifying two broad design principles for vocational education and training, and five enactivist inspired principles for training design. A significant practical implication for researchers and practitioners in vocational and continuing education and training is that these enactivist inspired design principles provide promising pathways to enhance the connectivity between (i) work experiences, (ii) work and training practices, and (iii) learning contexts. [ABSTRACT FROM AUTHOR]

In ethology, and more generally in the study of animal behavior, observations are theory-laden. A review of theories of animal behavior reveals that the animal is a variable object, shaped by variable levels of causality. This approach to animal behavior, which differs radically from the way psychology studies human behavior, is a consequence of the difficulty of treating animals as subjects in ethology, where they are most often studied in the third person. However, there is a subjectivist tradition in the study of animal behavior, influenced by a phenomenological background. Our aim to promote a at first person approach has led us to propose an etho-phenomenology based on Merleau-Ponty's phenomenology, Francisco Varela's enaction theory and constructivist psychology. However, in order to legitimize this approach to animal behavior, we apply it here to behaviors that seem abnormal according to traditional explanatory frameworks, such as actospatiality, tail carrying in mice or expressing ambivalence displayed through color in octopuses. Furthermore, to explore issues such as human-animal communication, the etho-phenomenological perspective is combined with the notion of participatory sense-making, leading us to propose a theory of emotional hybridization. [ABSTRACT FROM AUTHOR]

Traditional theories of motor learning emphasize the automaticity of skillful actions. However, recent research has emphasized the role of pre-reflective self-consciousness accompanying skillful action execution. In the present paper, we present the course-of-experience framework as a means of studying elite athletes' pre-reflective self-consciousness in the unfolding activity of performance optimization. We carried out a synthetic presentation of the ontological and epistemological foundation of this framework. Then we illustrated the methodology by an in-depth analysis of two elite windsurfers' courses of experience. The analysis of global and local characteristics of the riders' courses of experience reveal (a) the meaningful activities accompanying the experience of ongoing performance optimization; (b) the multidimensionality of attentional foci and the normativity of performance self-assessment; and (c) a micro-scale phenomenological description of continuous improvement. These results highlight the fruitfulness of the course-of-experience framework to describe the experience of being absorbed in an activity of performance optimization. [ABSTRACT FROM AUTHOR]

This paper examines the phenomenon of joint attention and its relevance in understanding the modes of awareness of the presence of God. It explores the perspectives of Eleonore Stump and Andrew Pinsent, as well as the challenge raised by Donald Bungum, with the aim of reaching a better understanding of a distinct way of being 'moved by God in a divine way'. According to Stump and Pinsent, joint attention can deepen our understanding of our relationship with God, emphasizing the importance of sharing attention with Him and making better sense of the way humans may be moved in a divine way. However, Bungum challenges this view by suggesting the possibility of closeness without explicit awareness. The paper concludes by emphasizing the need for a nuanced understanding of awareness and the presence of God in our spiritual lives, for our connection with God can manifest in diverse ways different from traditional accounts of explicit awareness. We suggest that a view of joint attention centered in action may be more suitable for an attempt to make sense of what 'to be moved in a divine way' amounts to. [ABSTRACT FROM AUTHOR]

Self-Confrontation Micro-Phenomenological Interviews (SCMPIs) aim to capture the fine-grained details of an athlete's experience, focusing on pre-reflective consciousness without resorting to post-hoc rationalizations. This specific type of self-confrontation interview was developed in the domain of work analysis in cognitive ergonomics. Despite its integration into numerous research studies in sport performance and training practices, the direct effects of the SCMPI on athletes remain underexplored. In this perspective article, we provide a brief overview of the theoretical foundations of SCMPI as well as a description of the paradox of the SCMPI situation. Throughout this paper, we highlight the unsolved questions around use of SCMPIs to improve athletes’ performance by enhancing reflective thinking as well as pre-reflective awareness. Furthermore, we discuss the epistemological and practical considerations regarding the selection and use of activity traces in SCMPIs. The paper calls for further research to evaluate the SCMPI's impact on performance in elite athletes, emphasizing the need for a rational application of this method in both research and practical interventions.

AbstractCreative learning can be understood as a process of personal transformation driven by the acquisition of new knowledge and skills through active participation in projects that are meaningful to the individuals. This process enables them to develop the capacity for innovation in different contexts. Contemporary technologies that allow more physical and immersive modes of interaction brought the concept of enactive systems, technological environments where there is a form of dynamic body-technology coupling. In this work, we present results from a systematic literature review of studies that supported creative learning using interactive environments with enactive characteristics, in educational contexts. The systematic review was conducted based on works published during the period of 2012–2022. The methodology details the research questions, selection criteria, search string, data collection and the quality and relevance of the selected documents. Results showed that environments of the selected studies present mainly the embodiment and emergence characteristics as part of their interaction. These environments promoted user initiatives, enabled users to think creatively and encouraged communication and collaboration. Results also point out other aspects of enactive approaches to cognition such as autonomy, sense-making, and intersubjectivity. [ABSTRACT FROM AUTHOR]

Background: Empathy is foundational in our intersubjective interactions, connecting with others across bodily, emotional, and cognitive dimensions. Previous evidence suggests that observing individuals in painful situations elicits whole bodily responses, unveiling the interdependence of the body and empathy. Although the role of the body has been extensively described, the temporal structure of bodily responses and its association with the comprehension of subjective experiences remain unclear. Objective: Building upon the enactive approach, our study introduces and examines “bodyssence,” a neologism formed from “body” and “essence.” Our primary goal is to analyze the temporal dynamics, physiological, and phenomenological elements in synchrony with the experiences of sportspersons suffering physical accidents. Methods: Using the empirical 5E approach, a refinement of Varela’s neurophenomenological program, we integrated both objective third-person measurements (postural sway, electrodermal response, and heart rate) and firstperson descriptions (phenomenological data). Thirty-five participants watched videos of sportspersons experiencing physical accidents during extreme sports practice, as well as neutral videos, while standing on a force platform and wearing electrodermal and heart electrodes. Subsequently, micro-phenomenological interviews were conducted. Results: Bodyssence is composed of three distinct temporal dynamics. Forefeel marks the commencement phase, encapsulating the body’s pre-reflective consciousness as participants anticipate impending physical accidents involving extreme sportspersons, manifested through minimal postural movement and high heart rate. Fullfeel, capturing the zenith of empathetic engagement, is defined by profound negative emotions, and significant bodily and kinesthetic sensations, with this stage notably featuring an increase in postural movement alongside a reduction in heart rate. In the Reliefeel phase, participants report a decrease in emotional intensity, feeling a sense of relief, as their postural control starts to reach a state of equilibrium, and heart rate remaining low. Throughout these phases, the level of electrodermal activity consistently remains high. Conclusion: This study through an enactive approach elucidates the temporal attunement of bodily experience to the pain experienced by others. The integration of both first and third-person perspectives through an empirical 5E approach reveals the intricate nature of bodyssence, offering an innovative approach to understanding the dynamic nature of empathy. [ABSTRACT FROM AUTHOR]

In this paper, I focus on the concept of embeddedness as the background against which eros is a force and a power in and through interactions. To go beyond an internalist account of eros, I engage in a dialogue with some philosophical accounts of desire from an enactive perspective.This enables me to shed light on the location of the embodied tension as "in-between" lovers and "all-around" them. Crucial to this tensional account of embedded eros is the intertwining between self and others' becomings in processes of participatory sense-making. Through participatory sense-making lovers make their worlds, creating new ways of being and knowing in the ensemble. I advance some steps towards an enactive ethics of eros where, I claim, the cultivation of the space in-between and all-around lovers is the key to avoid the traps of a degenerated form of eros. [ABSTRACT FROM AUTHOR]

Mindfulness is the method of studying attention and discovering exfaience; it is increasing in educational research in Western universities and demonstrates itself in publications and curricula. Therefore, applying mindfulness in the educational system can improve the methods of learning and attention. This pafa first studies modern mindfulness and its results. Then criticizes its challenes & limitations that are affected by theoretical foundations. Originally, mindfulness took a holistic position and was not confined to one aspect. Today, neuroscience, cognitive science, and clinical psychology reduced mindfulness to the psychological dimension. In comparison, it is extended in many aspects like ethical, spiritual, cultural, and social. Although mindfulness achieved brilliant results, it might act as an inner technological control tool that is normalized and internalized. In neurophenomenology, however, the Buddhist origins and ethical-spiritual features would be kept, respected, and accepted results from empirical areas. Neurophenomenology proposes enactive & embodied mindfulness awareness to preserve all mindfulness features. Mindfulness is something more and beyond recovering from mental illnesses. It follows healing in ethical conduct to reach self-transcendence and intersubjectivity relation. Thus, this pafa explains embodied mindfulness and considers its educational implications according to the neurophenomenology faspectives. Keywords: embodied mindfulness, enaction, neurophenomenology, learning exfaience, attention training, intersubjective interactions Synopsis Education is the process of mind making. So, we need a method to help us understand our educational exfaiences profoundly. Mindfulness is the method of studying exfaience. In the last decade, scientific research about mindfulness has increased. The findings could transform the fundamental realm philosophy of education and its sub-branches like curriculum, educational technology, and educational planning (Burrows, 2011; Thierry et al., 2018). Nevertheless, mindfulness and its remarkable results have not found a place in the education system in Iran yet. Generally, the mindfulness techniques in Iran have more used as a clinical or cognitive therapy especially mental issues such as anxiety, depression, obsessive-compulsive disorder (OCD) and etc. (Kaviani et al., 2005; Pourhosein et al., 2019). Since the findings indicate that mindfulness training improve cognitive, emotional, emotional function and can make better the processes of attention, memory and learning, therefore, mindfulness approach can help resolving educational problems and give opportunity to students reflect on their pedagogical exfaiences precisely. However, there is a crucial point that has to be considered about mindfulness training and using mindfulness in education. Mindfulness originally is holistic as the human. It means mindfulness should comprise multiple psychological, social, moral, and cultural dimensions. Western researchers used to apply mindfulness in clinical, and psychological ways and its effect on neural activities or mental fasonal disorders. While this dimension is only a part of whole mindfulness. Mindfulness cannot reach its goal by considering only one aspect that modern mindfulness uses today. Thus, choosing a reductionism or holism position will determine different consequences for the education system. Firstly, the pafa presents Western and Buddhist views of mindfulness and then, proposes embodied enactive mindfulness according to the neurophenomenology faspective is rooted in Buddhism. This position makes modern Western mindfulness more fafect and fruitful. Neurophenomenology is the methodological stream that chooses different methods compared to theories like representationalism, dualism, Physicalism, and empirical realism. In this view, if cognitive science is to include human exfaience, it must have some method for exploring and knowing what human exfaience is. It is for this reason that neurophenomenology focus on the Buddhist tradition of mindfulness(Varela et al., 2017). Mindfulness in the enactive embodiment approach should not be considered as a private realm but a form of specific knowledge to shape the states and behaviors of mind-body in the environment. The term embodiment imply that the mind is not just settled inside the head, but is embodied in the whole organism embedded in its environment (Thompson, 2001). Our sensorimotor actions interact with our social-cultural context. Our mind can obtain a new faception in every moment and in contrast, erase our previous faceptions or presumptions (Shapiro & Stolz, 2019). It means the biases obtained by right and wrong learning that emerged in interaction with the environment are constantly subjected to restudy and reconstitute. Thus, the embodied reflection first needs to ignore the expired faspectives that emphasize mind-body separation. Embodied mindfulness has more responsibilities than supporting cognitive-emotional powers and individual psychological treatment. Moral, social, and spiritual education is also considered. Thompson (2017) as an outstanding neurophenomenologist believes that Mindfulness-Based Stress Reduction or MBSR was meant from the beginning to be a clinical program orthogonal to common narratives of health and well-being, a laboratory for a more exfaiential and participatory medicine, a vehicle for self-education, healing, and transformation rather than a new therapy. However, it has changed its plan and now, it has little value from the faspective of healing, transformation, or liberation. Consequently, modern mindfulness has gradually separated from the holistic and comprehensive original view. Morality is an inseparable part of every mindfulness practice even morality is not mentioned formally as secular mindfulness programs are acting like that. Educators and teachers can guide students to establish a true moral foundation. Conclusion: the embodied mindfulness; the mind art for sense-making of learning exfaience Embodied mindfulness tries to modify the unwilling gap between mind-body and help the theory and practice domains in education. However, it needs some exfaience in the classroom and encourages teachers and students to reflect on their bodies. The thinking should not be apart from something isolated from their own, and the mind shouldn't be considered apart location where they only contemplate. Indeed, consciousness is created in their environment where they have intersubjective and inter-body interactions with others. The embodied education emphasizes interaction actions and enagement of students to the environment, subject matters, and contents which they all are the mind content students. The process of learning and its exfaiences would be more constant in embodied education. For example, teachers try to attract the student's attention to how the learning exfaience is built. Perhaps, narrating the story might be fascinating for learners. Describing how eyes and tongue movement, the activities of ears, hands, walking, teacher's hand movement, blackboard, tablet, digital devices, or even the object of a science lesson and the whole space of the classroom play a role in creating the student's learning exfaience. This is the simple explanation of embodied mindfulness that can amplify their consciousness, attention, and reflection. However, mindful reflection is not only about the exfaience shaping but reflection itself is a form of exfaience. The reflection can interrupt everyday habitual chain patterns. Habitual chains mean eliminating artistic, passionate, and innovative aspects of our daily lives and becoming automatic, impulsive, and robotic activities. In contrast, mindfulness is the opposite of habitual patterns. Through embodied mindfulness, students get the opportunity to reflect on their learning exfaience at the moment. In addition, since embodied mindfulness happens in the class which is a part of the large context, it is social. Students interact with others and learn how to go beyond themselves and think about their classmates as a part of themselves. This is self-transcendence the feature can take a fason beyond individuality, and care about other people such as his/herself. [ABSTRACT FROM AUTHOR]

Traditional theories of motor learning emphasize the automaticity of skillful actions. However, recent research has emphasized the role of pre-reflective self-consciousness accompanying skillful action execution. In the present paper, we present the course-of-experience framework as a means of studying elite athletes’ pre-reflective self-consciousness in the unfolding activity of performance optimization. We carried out a synthetic presentation of the ontological and epistemological foundation of this framework. Then we illustrated the methodology by an in-depth analysis of two elite windsurfers’ courses of experience. The analysis of global and local characteristics of the riders’ courses of experience reveal (a) the meaningful activities accompanying the experience of ongoing performance optimization; (b) the multidimensionality of attentional foci and the normativity of performance self-assessment; and (c) a micro-scale phenomenological description of continuous improvement. These results highlight the fruitfulness of the course-of-experience framework to describe the experience of being absorbed in an activity of performance optimization.

This document is an editorial titled "Towards an enactive approach to health: an integrative perspective which considers interdependence, agency, autonomy and participatory sensemaking in therapeutic phenomena." It discusses the limitations of the biomedical paradigm in addressing health, which tends to separate mind and body and prioritize objective indicators of disease. The enactive approach, on the other hand, emphasizes the interdependence of living organisms with their environment and the importance of sense-making in health. The editorial highlights several research articles that explore health from an enactive perspective, covering topics such as subjectivity in health assessment, the participatory nature of clinical treatment, and the role of developmental understanding in health. Overall, the studies provide evidence of how the enactive paradigm can contribute to a deeper understanding of human health. [Extracted from the article]

This article delineates a study conducted within a psychiatric day hospital in France, adhering to the principles of institutional psychotherapy and therapeutic clubs that originated from the anti-psychiatric movement of the 1970s. The study specifically explores two activities within this framework: a music club and a video club. The primary objective of each club was to establish activities involving both the patients and the care staff to dissolve the boundaries between them. Additionally, these activities aimed to engage both patients and care staff in the conceptualization and execution processes, thereby fostering a collaborative approach within the psychiatric care setting.

Contextualisation research in entrepreneurship is on the rise. Scholars generally view it positively, as contextualisation allows for a better understanding of the bigger picture, whilst also concerns are voiced. However, contextualisation may lead to an overly fragmented field and its possible disintegration. This calls for 'the emergence of sensible approaches to contextualisation that provide guidance in balancing its benefits and costs' as reported by Welter et al. (Small Business Economics 52(2):319–330, 2019) which is the challenge we address in this Special Issue. More specifically, we argue that an investigation of the construction and enactment of contexts provides a path to better understand the identified tension. The aim of this Special Issue ties in with increasing calls in the entrepreneurship literature for going beyond agent centric views towards accounts that theorise the interconnections between agency and structure. Taken together, the articles in this special issue contribute to (1) a stronger grounding for entrepreneurship theories and concepts; (2) a more balanced conceptualisation of both agency and context; (3) a shift from the 'standard model' of entrepreneurship; and (4) context sensitive entrepreneurship methodologies and approaches. We end with identifying further research avenues. Plain English Summary: Contextualisation research in entrepreneurship is on the rise. With contextualisation we aim to understand the external environmental factors impacting entrepreneurial activities. Many scholars believe it provides a better understanding of the bigger picture, whereby others highlight that contextualisation may lead to an overly fragmented field and its possible disintegration. In this Special Issue, we argue that by investigating 'doing contexts', which are the making, unmaking, and remaking of sites for entrepreneurial action, we help to tackle this challenge. Taken together, the articles of this Special Issue contribute to (1) a stronger grounding for entrepreneurship theories and concepts; (2) a more balanced conceptualisation of both agency and context; (3) a shift from the 'standard model' of entrepreneurship; and (4) context sensitive entrepreneurship methodologies and approaches. [ABSTRACT FROM AUTHOR]

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Le corps est une interface identitaire de sa relation au monde et par son incorporation des mœurs, une manière de vivre selon son éthos. Cette interface est augmentée dans toutes ses dimensions par les environnements numériques qui comme le corps sont sources et réceptacles de nos actions dans une vision énactive du monde. L’éducation physique avec un environnement numérique open source postule l’idée d’une connaissance de soi éthique par l’action. La transparence de la démarche open source doit permettre une vigilance sur les développements de l’outil numérique au service de l’apprentissage. Face à une population vulnérable, car en phase de construction et de recherche identitaire, l’enseignant concepteur se doit de faire vivre un cadre éthique.

BackgroundEmpathy is foundational in our intersubjective interactions, connecting with others across bodily, emotional, and cognitive dimensions. Previous evidence suggests that observing individuals in painful situations elicits whole bodily responses, unveiling the interdependence of the body and empathy. Although the role of the body has been extensively described, the temporal structure of bodily responses and its association with the comprehension of subjective experiences remain unclear.ObjectiveBuilding upon the enactive approach, our study introduces and examines “bodyssence,” a neologism formed from “body” and “essence.” Our primary goal is to analyze the temporal dynamics, physiological, and phenomenological elements in synchrony with the experiences of sportspersons suffering physical accidents.MethodsUsing the empirical 5E approach, a refinement of Varela’s neurophenomenological program, we integrated both objective third-person measurements (postural sway, electrodermal response, and heart rate) and first-person descriptions (phenomenological data). Thirty-five participants watched videos of sportspersons experiencing physical accidents during extreme sports practice, as well as neutral videos, while standing on a force platform and wearing electrodermal and heart electrodes. Subsequently, micro-phenomenological interviews were conducted.ResultsBodyssence is composed of three distinct temporal dynamics. Forefeel marks the commencement phase, encapsulating the body’s pre-reflective consciousness as participants anticipate impending physical accidents involving extreme sportspersons, manifested through minimal postural movement and high heart rate. Fullfeel, capturing the zenith of empathetic engagement, is defined by profound negative emotions, and significant bodily and kinesthetic sensations, with this stage notably featuring an increase in postural movement alongside a reduction in heart rate. In the Reliefeel phase, participants report a decrease in emotional intensity, feeling a sense of relief, as their postural control starts to reach a state of equilibrium, and heart rate remaining low. Throughout these phases, the level of electrodermal activity consistently remains high.ConclusionThis study through an enactive approach elucidates the temporal attunement of bodily experience to the pain experienced by others. The integration of both first and third-person perspectives through an empirical 5E approach reveals the intricate nature of bodyssence, offering an innovative approach to understanding the dynamic nature of empathy.

This paper examines the phenomenon of joint attention and its relevance in understanding the modes of awareness of the presence of God. It explores the perspectives of Eleonore Stump and Andrew Pinsent, as well as the challenge raised by Donald Bungum, with the aim of reaching a better understanding of a distinct way of being ‘moved by God in a divine way’. According to Stump and Pinsent, joint attention can deepen our understanding of our relationship with God, emphasizing the importance of sharing attention with Him and making better sense of the way humans may be moved in a divine way. However, Bungum challenges this view by suggesting the possibility of closeness without explicit awareness. The paper concludes by emphasizing the need for a nuanced understanding of awareness and the presence of God in our spiritual lives, for our connection with God can manifest in diverse ways different from traditional accounts of explicit awareness. We suggest that a view of joint attention centered in action may be more suitable for an attempt to make sense of what ‘to be moved in a divine way’ amounts to.

Mindsets of ability (i.e., "fixed" and "growth" mindsets) play a pivotal role in students' academic trajectories. However, relatively little is known about the mechanisms underlying mindset development. Identifying these mechanisms is vital for understanding, and potentially influencing, how mindsets emerge and change over time. In this article, we formulate a comprehensive theoretical model that purports to account for the emergence and development of ability mindsets: the process model of mindsets (PMM). The PMM is rooted in complex dynamic systems and enactive perspectives, which allow for conceptualizing psychological phenomena as dynamic and socially situated. The PMM accounts for how mindset-related behaviors, action tendencies, beliefs, and social interactions can become codependent and robust over time. We discuss how the model helps to further our understanding of the efficacy of mindset interventions and the heterogeneity thereof. The PMM has a broad explanatory scope, is generative, and paves the way for future process studies of mindsets and mindset interventions. [ABSTRACT FROM AUTHOR]

In the context of global research culture, practitioner-researchers in theatre and performance have consistently struggled to best account for the embodied and emergent qualities of their subjects. As methodologies for 'practice as research' (PaR) in theatre and performance have developed since the 1990s, artistic researchers have often continued to define themselves against scientific conceptions of thinking, knowledge, and research to highlight the specific efficacies of artistic practice. I argue that this strategy genuinely hinders researchers, and that interdisciplinary approaches that move across the sciences, humanities, and arts are the key to robust accounts of theatre and performance. By revisiting a seminal PaR performance project, Joanne 'Bob' Whalley and Lee Miller's Partly Cloudy, Chance of Rain (2002), I suggest how interdisciplinary approaches such as enaction from the cognitive sciences should be integrated into PaR methodologies to better address the complexity and richness of embodiment and emergence in theatre and performance. [ABSTRACT FROM AUTHOR]

By considering the position of education as a pharmakon, highlighting its potential positive and negative effects on societies by its technical unfolding, the article proposes to explore the political and pedagogical role that public and collective performances can have within the public sphere as political devices for promoting and enacting radical democracy. To this end, it analyzes a contemporary collaborative artistic practice, the performance 'Un Violador en Tu Camino' ('A rapist in your path') by the feminist collective LASTESIS from Chile, through two main philosophical perspectives: Bernard Stiegler (1952 - 2020), and his approach to technology, to art, and education in human societies; and Oliver Marchart, coming from his conceptualization of art and activism through the notion of conflictual aesthetics. [ABSTRACT FROM AUTHOR]

Psychedelics are psychoactive substances that receive renewed interest from science and society. Increasing empirical evidence shows that the effects of psychedelics are associated with alterations in biochemical processes, brain activity, and lived experience. Still, how these different levels relate remains subject to debate. The current literature presents two influential views on the relationship between the psychedelic molecule, neural events, and experience: The integration view and the pluralistic view. The main aim of this article is to contribute a promising complementary view by re-evaluating the psychedelic molecule-brain-experience relationship from an enactive perspective. We approach this aim via the following main research questions: (1) What is the causal relationship between the psychedelic drug and brain activity? (2) What is the causal relationship between brain activity and the psychedelic experience? In exploring the first research question, we apply the concept of autonomy to the psychedelic molecule-brain relationship. In exploring the second research question, we apply the concept of dynamic co-emergence to the psychedelic brain-experience relationship. Addressing these two research questions from an enactive position offers a perspective that emphasizes interdependence and circular causality on multiple levels. This enactive perspective not only supports the pluralistic view but enriches it through a principled account of how multi-layered processes come to interact. This renders the enactive view a promising contribution to questions around causality in the therapeutic effects of psychedelics with important implications for psychedelic therapy and psychedelic research. [ABSTRACT FROM AUTHOR]

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Recent decades have seen a development of a variety of approaches for examining lived experience in the context of cognitive science. However, the field of first-person research has yet to develop a pragmatic epistemological framework that would enable researchers to compare and integrate – as well as understand the epistemic status of – different methods and their findings. In this article, we present the foundation of such a framework, grounded in an epistemological investigation of gestures involved in acquiring data on experience. We examine the acts of turning towards one's experiential field and attending to experience within the process of reflection. We describe what we call the horizon of attending to experience by analogy to the "experimental arrangement" in quantum observation: this horizon, we argue, co-defines experiential phenomena that end up being observed and reported; at the same time, it itself forms an element of experience and is therefore amenable to phenomenological investigation. Drawing on the constructivist notion of enaction, we show that acknowledging the inherently constructive nature of attending to experience and accepting one's lack of epistemic access to the "original", observation-independent pre-reflective experience is not a dead end for first-person research when situated in a constructivist (but not relativist) understanding of the reflective act and its results. Expanding the notion of the horizon to encompass all epistemic acts involved in producing phenomenological data and final results of a first-person study (i.e., horizon of the method), we suggest some lines of inquiry that would allow researchers to identify and articulate horizons of particular methods, opening a way towards integrating past and future findings of different complementary first-person approaches into a comprehensive map of lived experience. [ABSTRACT FROM AUTHOR]

Context • Challenges in designing digital learning come from the complexity and ever-changing nature of sociotechnological systems. Following an autopoietic logic can assist the design of technology-enhanced learning (TEL) systems and their digital learning affordances in education. > Problem • The lack of self-maintenance and adaptability considerations in educational technology design, to maintain the efficiency and engagement of TEL systems within ever-changing conditions over time. The concept of autopoiesis, and the 4E+ cognition framework can provide a guiding framework for a more adequate type of the design of TEL systems in education. > Method • I exlplore the philosophical and practical aspects of the concept of autopoiesis and 4E+ cognition in the design of digital learning affordances and TEL systems in education. This is motivated by the apparent potential of autopoiesis principles and ideas to inform the design of efficient and engaging digital learning affordances and TEL systems over time. The 4E+ cognition framework is applied to understand the learners' experience, which in turn informs design principles. > Results • Following an autopoiesis and 4E+ cognition framework to configure TEL systems and digital learning affordances has the potential, in theory, to increase the ongoing efficiency and learning engagement of TEL systems in education. An increased efficiency of TEL systems, in turn, can improve the learning process and outcomes for learners, by offering them enhanced digital learning affordances over time. > Implications • Embedding autopoiesis, along with 4E+ cognition, in the design of educational technology can guide educational technologists, designers, researchers and practitioners to design more efficient, engaging and long-lasting TEL systems, while addressing the challenges found today in education. > Constructivist content • The constructivist content is grounded in the epistemology of the Santiago school of cognition, coming from the work of Humberto Maturana and Francisco Varela. [ABSTRACT FROM AUTHOR]

Context • Millions of learners worldwide experience mathematics nowadays as an inescapable tool of cognitive abuse and punitive selection. Most traditional teaching thwarts natural human cognitive resources. > Problem • We would like to contribute to alleviating the aforementioned cognitive abuse, sharing the insights afforded by our exploration of enactive and metaphorical approaches to learning and teaching, inspired by E (embodied, enactive, extended, embedded, ecological)-cognition. We aim at understanding mathematical thinking processes and practicing an experimental epistemology of mathematics, not just prescribing actions to be undertaken in the classroom > Method • Our theoretical scope is E-cognition. Our main research method is based on enactivism (enaction à la Varela) including metaphorical analysis, participant observation, and semi-structured interviews. Moreover, we discuss illustrative examples of learning activities related to random walks and STEAM (Science, Technology, Engineering, Art & Mathematics), particularly physics and art (dance and choreography). > Results • Embodiment, enacting and metaphorising make a dramatic difference in mathematics learning processes. Learning activities related to random walks and deterministic dynamical systems enacted through dance and choreography can play a significant antidotal and remedial role against cognitive abuse in the teaching of mathematics. Beneficial insights are triggered, for students, teachers, and mathematics educators. > Implications • We suggest new horizons for research and practice in mathematics education informed by E-cognition and metaphorisation, with an antidotal and therapeutic effect against cognitive abuse in teaching. Further research is commendable on the often-stressful transition process from an abusive and repressive education to a more open enactivist education, which could use micro-phenomenological interviews among other techniques. It could involve scaling up our experimentation, particularly with prospective and in-service teachers. Limitations are related to the small number of students and teachers hitherto involved. > Constructivist content • Our research aims at developing a radically enactivist mathematics education inspired by Varela's enaction. [ABSTRACT FROM AUTHOR]

The neo-Darwinian theory of evolution and adaptation by natural selection has got us used to considering organisms' features as solutions to problems set by the environment. However, no living system faces an outside reality independent of itself: organisms and groups of organisms, by their constitution and activity, specify the content, events and properties of the world in which they live. In this perspective—the theory of enaction—, the organism does not need to be optimal but simply viable, and it appears as a fundamental actor of the becoming of its lineage at the scale of phylogeny. [ABSTRACT FROM AUTHOR]

Computational systems, by being procedural and interactive, encompass new radical possibilities and augment and extend the way we tell stories. The Interactive Digital Narratives that are created with them are ontological machines that can be formally understood in terms of processes and representations that expose and mask selections of potential action and movement. These qualities change how they construct and establish meaning for readers. This paper will explore meaning-making in Interactive Digital Narratives through an interdisciplinary approach that combines the cognitive theory of enaction with the analysis of the narrative structure in Florence and Her Story. By identifying the different forms that the narrative can take based on the readers’ choices, we seek to comprehend how readers and systems become structurally coupled. We research how the emergent and continuous interactions developed during the reading of an Interactive Digital Narrative are closely intertwined with the readers’ sensory-motor experiences. We shape narratives through how we perceive them, which is essential for sense-making and how we attend to the medium’s specificity.

This article aims to show that there is an alternative way to explain human action with respect to the bottlenecks of the psychology of decision making. The empirical study of human behaviour from mid-20th century to date has mainly developed by looking at a normative model of decision making. In particular Subjective Expected Utility (SEU) decision making, which stems from the subjective expected utility theory of Savage (1954) that itself extended the analysis by Von Neumann and Morgenstern (1944). On this view, the cognitive psychology of decision making precisely reflects the conceptual structure of formal decision theory. This article shows that there is an alternative way to understand decision making by recovering Newell and Simon’s account of problem solving, developed in the framework of bounded rationality, and inserting it into the more recent research program of embodied cognition. Herbert Simon emphasized the importance of problem solving and differentiated it from decision making, which he considered a phase downstream of the former. Moreover according to Simon the centre of gravity of the rationality of the action lies in the ability to adapt. And the centre of gravity of adaptation is not so much in the internal environment of the actor as in the pragmatic external environment. The behaviour adapts to external purposes and reveals those characteristics of the system that limit its adaptation. According to Simon (1981), in fact, environmental feedback is the most effective factor in modelling human actions in solving a problem. In addition, his notion of problem space signifies the possible situations to be searched in order to find that situation which corresponds to the solution. Using the language of embodied cognition, the notion of problem space is about the possible solutions that are enacted in relation to environmental affordances. The correspondence between action and the solution of a problem conceptually bypasses the analytic phase of the decision and limits the role of symbolic representation. In solving any problem, the search for the solution corresponds to acting in ways that involve recursive feedback processes leading up to the final action. From this point of view, the new term enactive problem solving summarizes this fusion between bounded and embodied cognition. That problem solving involves bounded cognition means that it is through the problem solver’s enactive interaction with environmental affordances, and especially social affordances that it is possible to construct the processes required for arriving at a solution. Lastly the concept of enactive problem solving is also able to explain the mechanisms underlying the adaptive heuristics of rational ecology. Its adaptive function is effective both in practical and motor tasks as well as in abstract and symbolic ones.

Psychedelics are psychoactive substances that receive renewed interest from science and society. Increasing empirical evidence shows that the effects of psychedelics are associated with alterations in biochemical processes, brain activity, and lived experience. Still, how these different levels relate remains subject to debate. The current literature presents two influential views on the relationship between the psychedelic molecule, neural events, and experience: The integration view and the pluralistic view. The main aim of this article is to contribute a promising complementary view by re-evaluating the psychedelic molecule-brain-experience relationship from an enactive perspective. We approach this aim via the following main research questions: (1) What is the causal relationship between the psychedelic drug and brain activity? (2) What is the causal relationship between brain activity and the psychedelic experience? In exploring the first research question, we apply the concept of autonomy to the psychedelic molecule-brain relationship. In exploring the second research question, we apply the concept of dynamic co-emergence to the psychedelic brain-experience relationship. Addressing these two research questions from an enactive position offers a perspective that emphasizes interdependence and circular causality on multiple levels. This enactive perspective not only supports the pluralistic view but enriches it through a principled account of how multi-layered processes come to interact. This renders the enactive view a promising contribution to questions around causality in the therapeutic effects of psychedelics with important implications for psychedelic therapy and psychedelic research.

Introduction: Traditionally, empathy has been studied from two main perspectives: the theory-theory approach and the simulation theory approach. These theories claim that social emotions are fundamentally constituted by mind states in the brain. In contrast, classical phenomenology and recent research based on the enactive theories consider empathy as the basic process of contacting others' emotional experiences through direct bodily perception and sensation. Objective: This study aims to enrich the knowledge of the empathic experience of pain using an experimental phenomenological method. Materials and methods: Implementing an experimental paradigm used in affective neuroscience, we exposed 28 healthy adults to a video of sportspersons suffering physical accidents while practicing extreme sports. Immediately after watching the video, each participant underwent a phenomenological interview to gather data on embodied, multi-layered dimensions (bodily sensations, emotions, and motivations) and temporal aspects of empathic experience. We also performed quantitative analyses of the phenomenological categories. Results: Experiential access to the other person's painful experience involves four main themes. Bodily resonance: participants felt a multiplicity of bodily, affective, and kinesthetic sensations in coordination with the sportsperson's bodily actions. Attentional focus: some participants centered their attention more on their own personal discomfort and sensations of rejection, while others on the pain and suffering experienced by the sportspersons. Kinesthetic motivation: some participants experienced the feeling in their bodies to avoid or escape from watching the video, while others experienced the need to help the sportspersons avoid suffering any injury while practicing extreme sports. The temporality of experience: participants witnessed temporal fluctuations in their experiences, bringing intensity changes in their bodily resonance, attentional focus, and kinesthetic motivation. Finally, two experiential structures were found: one structure is self-centered empathic experience, characterized by bodily resonance, attentional focus centered on the participant's own experience of seeing the sportsperson suffering, and self-protective kinesthetic motivation; the other structure is other-centered empathic experience, characterized by bodily resonance, attentional focus centered on the sportsperson, and prosocial kinesthetic motivation to help them. Discussion: We show how phenomenological data may contribute to comprehending empathy for pain in social neuroscience. In addition, we address the phenomenological aspect of the enactive approach to the three dimensions of an embodiment of human consciousness, especially the intersubjective dimension. Also, based on our results, we suggest an extension of the enactive theory of non-interactive social experience. [ABSTRACT FROM AUTHOR]

In this paper we argue that key, often sensational and misleading, claims regarding linguistic capabilities of Large Language Models (LLMs) are based on at least two unfounded assumptions: the assumption of language completeness and the assumption of data completeness. Language completeness assumes that a distinct and complete thing such as "a natural language" exists, the essential characteristics of which can be effectively and comprehensively modelled by an LLM. The assumption of data completeness relies on the belief that a language can be quantified and wholly captured by data. Work within the enactive approach to cognitive science makes clear that, rather than a distinct and complete thing, language is a means or way of acting. Languaging is not the kind of thing that can admit of a complete or comprehensive modelling. From an enactive perspective we identify three key characteristics of enacted language; embodiment , participation , and precariousness , that are absent in LLMs, and likely incompatible in principle with current architectures. We argue that these absences imply that LLMs are not now and cannot in their present form be linguistic agents the way humans are. We illustrate the point in particular through the phenomenon of "algospeak", a recently described pattern of high-stakes human language activity in heavily controlled online environments. On the basis of these points, we conclude that sensational and misleading claims about LLM agency and capabilities emerge from a deep misconception of both what human language is and what LLMs are. • Hyped claims regarding abilities of Large Language Models (LLMs) are criticised. • We analyse two false assumptions: "language completeness" and "data completeness". • Without embodiment , participation , and precariousness LLMs cannot be agents. • These absences are illustrated with the phenomenon of "algospeak". • We highlight crucial ethical issues arising from these errors. [ABSTRACT FROM AUTHOR]

Play is vital for children's healthy development and growth. According to the enactive framework, play can foster socialization, self-regulation and cognitive processing. When children become active participants in pleasurable activities, they engage with their environment in diverse ways, engendering new meanings and transforming existing ones. Previous studies have shown that social integration and agency can be cultivated from an early age. In the current study we review prior research, taking into consideration the enactive approach. From this perspective, we revalue play as a particularly fruitful activity, which enables embodied interactions between peers, contributing to participatory sense-making processes. This study examines the impact of playful enactive interventions on transformative agency and social integration. The study involved 161 children aged 6–8 years, who attended four schools in Bariloche, Argentina. We conducted enactive interventions which propitiated playful affective instances through non-competitive play and self-awareness practices. Quantitative and qualitative analyses were performed to evaluate changes in social integration and agency in children. The children showed changes both in the social domain - including peer relationships, empathy and classroom climate - and in their capacity for agency and emotional regulation. In addition, most children reported that they continued to use the self-awareness practices in stressful situations outside of school. The present study reveals that playful enactive interventions can foster agency and empathy during childhood. Embodied experiences within playful contexts may have enabled participatory sense-making processes that contributed to the recreation of peer relationships. • We studied the impact of playful enactive interventions in children. • The research is situated within the enactive theoretical framework. • Playful enactive interventions can foster social cognition in children. • The importance of embodiment and participatory sense-making is emphasized. [ABSTRACT FROM AUTHOR]