4E Music Pedagogy and the Principles of Self-Organization
Abstract
:1. Introduction
- Embodied: Cognition cannot be fully described in terms of abstract mental processes (i.e., in terms of representations). Rather, it must involve the entire body of the living system (brain and body).
- Embedded: Cognition is not an isolated event separated from the agent’s ecological niche. Instead, it displays layers of co-determination with physical, social, and cultural aspects of the world.
- Extended: Cognition is often offloaded into biological beings and non-biological devices to serve a variety of functions that would be impossible (or too difficult) to be achieved by only relying on the agent’s own mental processes.
- Enactive: Cognition is conceived of as the set of meaningful relationships determined by an adaptive two-way exchange between the biological and phenomenological complexity of living creatures and the environments they inhabit and actively shape.
2. From Autopoiesis to 4E Cognition
“the self-regulating processes to keep the agent’s conservation as auto-sufficient establish the dialectic between agent and environment: whence the intriguing paradoxicality proper to an autonomous identity: the living system must distinguish itself from its environment, while at the same time maintaining its coupling; this linkage cannot be detached since it is against this very environment from which the organism arises, comes forth”.[38] (p. 85)
- Life = autopoiesis. By this I mean the thesis that the three criteria of autopoiesis—(i) a boundary, containing (ii) a molecular reaction network, that (iii) produces and regenerates itself and the boundary—are necessary and sufficient for the organization of minimal life.
- Autopoiesis entails emergence of a self. A physical autopoietic system, by virtue of its operational closure, gives rise to an individual or self in the form of a living body, an organism.
- Emergence of a self entails the emergence of a world. The emergence of a self is also by necessity the emergence of a correlative domain of interactions proper to that self, an Umwelt.
- Emergence of self and world = sense-making. The organism’s world is the sense it makes of the environment. This world is a place of significance and valence, as a result of the global action of the organism.
- Sense-making = cognition (perception/action). Sense-making is tantamount to cognition, in the minimal sense of viable sensorimotor conduct. Such conduct is oriented toward and subject to signification and valence. Signification and valence do not pre-exist “out there” but are enacted or constituted by the living being. Living entails sense-making, which equals cognition (pp. 386–387).
3. Steps to a 4E Music Pedagogy
3.1. Acquiring Skills, Enacting Meaning
“We should therefore be suspicious of the cognitivist assumption that as we become experts our rules become unconscious. The actual phenomenon suggests that to become experts we must switch from detached rule-following to a more involved and situation-specific way of coping”.
“A phenomenology of skill acquisition confirms that, as one acquires expertise, the acquired know-how is experienced as finer and finer discriminations of situations paired with the appropriate response to each. […]Thus, successful learning and action do not require propositional mental representations. They do not require semantically interpretable brain representations either”.[53] (p. 367)
3.2. Autopoietic Musical Learning
4. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Schiavio, A.; Van der Schyff, D. 4E Music Pedagogy and the Principles of Self-Organization. Behav. Sci. 2018, 8, 72. https://doi.org/10.3390/bs8080072
Schiavio A, Van der Schyff D. 4E Music Pedagogy and the Principles of Self-Organization. Behavioral Sciences. 2018; 8(8):72. https://doi.org/10.3390/bs8080072
Chicago/Turabian StyleSchiavio, Andrea, and Dylan Van der Schyff. 2018. "4E Music Pedagogy and the Principles of Self-Organization" Behavioral Sciences 8, no. 8: 72. https://doi.org/10.3390/bs8080072