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EMBODIED LEARNERS
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Homo bestalis OUR BIOLOGICAL CONTEXT
Primate roots
Mind on the hoof
Octopus intelligence

Homo mortalis ONLY ONCE IN THE WORLD

Astonishing predicament
Contingency: very lucky to be here!
In medias res

Never a god's eye view
Darwin’s dangerous algorithm
Landmarks in the history of unintelligent design


Homo socialis ALWAYS IN RELATION TO OTHERS
Received prejudice
Community
A question of identity


Homo faber THE EXTENDED PHENOTYPE

Beaver dams and termite nests
Memes
The Anthropocene
Noösphere
Extending our sensory range using technology
Promethian fiasco

Homo ludens ― PLAY
Why do we play?
Caillois’ agôn, alea, mimicry, and ilinx
Csikszentmihalyi's rapture
Wittgenstein’s language games

Homo discens
LEARNING AND UNDERSTANDING
Fore-structure and prejudice
Learning at the boundary between familiarity and strangeness
Boredom and anxiety
Vygotsky's Zone of Proximal development
Darwinian model for learning and the brain

Homo fallibilis
CAPABLE AND FALLIBLE
Betwixt beast and angel
The Allegory of the Cave

Bacon’s Idols
Goya’s Sleep of Reason
Solipsism and its cure
Is man the measure?



Andrew Brown (1996) Figure. Oil pastel and charcoal on paper
We can say that knowledge begets knowledge and understanding builds on previous understanding over time; but what is really going on?

Thinking about and talking about learning is not easy. It requires a theory of knowledge that is both epistemic and ontological. A marriage of philosophy and frontier neuroscience provides tantalizing glimpses, but paradoxes abound. Essential questions continue to endure:

How are our perceptions, what we can imagine, and what we eventually might come to understand, limited by our embodied biology? To what extent is human knowing shaped by the contingency of being embedded in a specific social and linguistic context?