Andy Clark is one of the world's most interesting thinkers, and I'm always curious to hear what he's thinking about NOW. (With fellow philosopher David Chalmers, Clark proposed the theory of the extended mind, and is the author of "Supersizing the Mind," among other books.)
1/10 Image
Anthony Wing Kosner recently published an article about the extended mind, featuring an interview with Clark. It includes a number of gems—such as Clark's suggestion that the isolation imposed by the pandemic has driven us further into what he calls "brainbound" thinking.
2/10
"Intense digital home-working scenarios could feed a kind of isolationist user-illusion, enhancing our native tendencies to a kind of dualism" between the mind and its environment, Clark told Kosner.
3/10
As Kosner puts it, "Looking at a screen reinforces the very notion of an inner self separate from the world that Clark’s extended mind concept explodes."
4/10
My forthcoming book expands on the original notion of extending the mind with tech to include extending the mind with the body, with physical spaces, and with the minds of other people. So I was pleased to hear something else Clark had to say.
5/10
“An awful lot of my work has actually been rather individualistic," Clark notes. "It’s been very much about someone on their iPhone, as opposed to a larger collective.”
6/10
But, he adds, “There is another kind of extended minds scenario"—one that argues that, because thought processes are transient, on-the-fly assemblages, "you don’t actually own all of it, other people own bits of it, and some of it is owned by no one.”
7/10
To focus only on extending the mind with technology, Clark continues, "trades on our (mistaken) idea that mind somehow starts off as an internal thing that then gets augmented with a bit of tech—"
8/10
"—rather than the even more challenging (but I think correct) idea that brains are—from the get-go—organs for the creation of extended systems that get things done.”
9/10
There's lots more good stuff from Clark in Kosner's article, including this tantalizing tidbit: "Clark’s next big project concerns 'the fundamental principles by which material culture influences the mind.'"

Here's Kosner's article: blog.dropbox.com/topics/work-cu…

10/10

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More from @anniemurphypaul

3 Apr
It's been a really weird year for college students. In thinking about the kind of supports they need, there's one we often overlook: their personal connection to the PLACE where they live.
1/6 Image
Benjamin Meagher, a psychologist at Kenyon College, recently published a paper in which he examined the relationship between college students' psychological well-being and the degree of "place identity" they experience in regard to their housing.
2/6
Place identity, he writes, "is characterized by the extent to which a setting reflects, reinforces, and communicates the identity of its resident"—in short, it's a feeling of connection with one’s physical setting.
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2 Apr
When engineers and architects tackle complex spatial problems, does all the action take place inside their heads? Not at all, write a team of learning scientists from Northwestern University. Such experts “don’t solve these problems just by manipulating mental models."
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"They solve them through the coordinated manipulation of both internal and external representations”—like sketches, models, and even hand gestures. But the instruction we offer students fails to develop the outside-the-brain thinking skills used by real-world experts.
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“Traditional school mathematics privileges analytic approaches (i.e., formulas and calculations) over spatial ones (i.e., graphs, models, and diagrams)," the Northwestern researchers note in a recent paper.
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1 Apr
When engineers and architects tackle complex spatial problems, does all the action take place inside their heads? Not at all, write a team of learning scientists from Northwestern University. Such experts “don’t solve these problems just by manipulating mental models." 1/7 Image
"They solve them through the coordinated manipulation of both internal and external representations”—like sketches, models, and even hand gestures. But the instruction we offer students fails to develop the outside-the-brain thinking skills used by real-world experts. 2/7
“Traditional school mathematics privileges analytic approaches (i.e., formulas and calculations) over spatial ones (i.e., graphs, models, and diagrams)," the Northwestern researchers note in a recent paper. 3/7
Read 7 tweets
27 Mar
Communicating via videoconference makes us LESS intelligent, as a group, than we would be if we communicated by phone with just our voices. That’s the surprising finding of a new study by researchers at Carnegie Mellon University. The reason why is fascinating. 1/8
Research previously found that SYNCHRONY among group members—the alignment of non-verbal behaviors—promotes collective intelligence. You might think that synchrony would be easier to achieve when members can see each other—but in fact such visual cues act as distractions. 2/8
Groups that communicated using voice only paid close attention to auditory cues and achieved higher levels of synchrony. They were also more equal in their turn-taking—another factor that promotes collective intelligence. 3/8
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26 Mar
I've been reading a fascinating new book that is all about how the SPACES in which teachers and students operate affect the learning that takes place there. It includes one of my favorite anecdotes about the role of physical space in our thinking processes. 1/8
After the British House of Commons was severely damaged by German bombs in 1941, Winston Churchill weighed in on plans for the reconstruction of the building, writes the book's co-editor, Thomas Kvan, in an introductory essay. 2/8
Churchill believed that the reconstructed room should retain its rectangular shape, arguing that "the narrow rectilinear form of the chamber forced debaters to take clear positions, unlike a semi-circular space that facilitated subtle nuances by displacements along an arc." 3/8
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25 Mar
Designers of digital tools aim to make them as “seamless” as possible—such that our technology supplies us with the information we need right away, without us having to ask for it. But it’s precisely these qualities that undermine our own sense of how difficult a task is. 1/8 Image
An interesting new paper by Matthew Fisher and Daniel Oppenheimer in Psychological Science looks at what happens when our mental work is augmented by technological resources—say, using spellcheck to correct our writing. 2/8
The use of such "external sources," they found, appears to "distort metacognitive assessments of one’s own abilities." In other words, when we extend our minds with technology, we tend to lose touch with how hard the task is and what we would be able to do on our own. 3/8
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