Distributed learning: Educating and assessing extended cognitive systems

被引:12
作者
Heersmink, Richard [1 ]
Knight, Simon [2 ]
机构
[1] La Trobe Univ, Dept Polit & Philosophy, Melbourne, Vic, Australia
[2] Univ Technol, Fac Transdisciplinary Innovat, Sydney, NSW, Australia
关键词
Assessment; distributed cognition; education; extended knowledge; extended mind; intellectual virtues; learning; technology; virtue epistemology; VIRTUE; EPISTEMOLOGY; KNOWLEDGE;
D O I
10.1080/09515089.2018.1469122
中图分类号
B82 [伦理学(道德学)];
学科分类号
摘要
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.
引用
收藏
页码:969 / 990
页数:22
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