PHI 8710-002: Extended Mind

Fall 2016
CRN: 22280
Time: W 6:00 8:30 pm
Location: SAC 110
Instructor: Georg Theiner
Email: georg.theiner@villanova.edu
Phone: (610) 519-3286
Office Hours: MW 10:00 11:00 in SAC 172
(or by appointment)

COURSE DESCRIPTION
To many people, it seems natural to conceive of the mind as a kind of sandwich (Hurley)
with cognition as the inner filling, wedged between action and perception. According to this
model, mental states and activities are intimately tied to whats going on inside the head, but
only indirectly related to our bodies, our interactions with other people, and the world around
us. In this course, we consider a loosely knit family of alternative approaches which study
human agency and cognition as embodied, embedded, extended, and enacted (4E)
phenomena. In particular, we take as our focal point the extended mind thesis, which asserts
that our minds are hybrid entities that emerge from the dynamic interplay between brains,
bodies, and environmental resources such as symbols, tools, artifacts, cultural practices,
norms, group structures, and social institutions.
In the first part of the course, we take our cue from Clarks (2008) flagship presentation of
the extended mind thesis. By comparing Clarks thesis with related developments, we
explore its implications for understanding human cognition, affect, knowledge, rationality,
and education. In the second part of the course, we examine Malafouriss (2013) crossdisciplinary framework (material engagement theory) for studying the human predisposition
to reconfigure our bodies and minds by means of artifacts, tools, and material culture.
Importantly, technologies are not simply neutral instruments that facilitate our existence,
but actively give shape to what we do, how we experience the world, and how we live our
1

lives. To analyze the moral significance of technology, we take as our starting point
Verbeeks (2011) post-phenomenological approach to moral agency as a property of
human-technology associations rather than, as traditionally conceived, an exclusively human
affair. In the third and last part of the course, we reflect on emergent scientific, technological,
socio-economic, and political developments that (further) blur the boundaries between the
traditional category of the human and its various others, such as animals and machines, and
that seem to be on a path to take us beyond human beings as we currently know them.
Coming to terms with the potential displacement of humanity as the shared reference point
of our identity presents a formidable challenge. In our course, we contrast two strikingly
different projections of what it means to be human into the future: the post-humanist
framework outlined by Braidotti (2013), versus the trans-humanist project advocated by
Fuller (2010).
COURSE OBJECTIVES
Upon completion of this course, you will
Be familiar with the extended mind thesis, in the context of 4E cognition
Appreciate the significance of the extended mind thesis for understanding the nature of
mind, knowledge, culture, education, and the human condition in general
Be better equipped to conduct a critical appraisal of the role that cognitive technologies
have played for the development of the human species, and the prospects, risks, and
rewards they might hold for our future
Improve your ability to read and interpret conceptually and philosophically challenging
texts, and to analyze and evaluate arguments in a more thoughtful and cogent manner
Be able to think more creatively and critically about new, alternative views
Be able to express your own views more clearly and succinctly, and to defend them more
effectively in both writing and public speaking
READINGS

Clark, Andy (2008). Supersizing the Mind: Embodiment, Action, and Cognitive
Extension. New York: Oxford University Press. [SSM]
Braidotti, Rosi (2013). The Posthuman. Cambridge, UK: Polity Press. [TPH]
Fuller, Steve (2010). Humanity 2.0: What it Means to be Human Past, Present and
Future. New York: Palgrave Macmillan. [H2O]
Fuller, Steve & Lipinska, Veronika (2014). The Proactionary Imperative: A Foundation
for Transhumanism. New York: Palgrave Macmillan. [PRO]
Greenwood, Jennifer (2015). Becoming Human: The Ontogenesis, Metaphysics, and
Expression of Human Emotionality. Cambridge, MA: MIT Press. [BH]
Malafouris, Lambros (2013). How Things Shape the Mind: A Theory of Material
Engagement. Cambridge, MA: MIT Press. [HTSM]
Verbeek, Peter-Paul (2011). Moralizing Technology: Understanding and Designing the
Morality of Things. Chicago: University of Chicago Press. [MT]

Additional readings will be made available through Zotero (http://www.zotero.org/). Zotero

is a free, easy-to-use, and open-source reference management software to collect, organize,
cite, and share bibliographic resources. It blows its competitors out of the water. You can run
Zotero either in a stand-alone version or as an add-on for your favorite browser
(recommended). Zotero collects all your research in a single, searchable interface. You can
add PDFs, images, audio and video files, snapshots of web pages, and really anything else.
One of Zoteros most notable features is that it automatically detects content in your web
browser, allowing you to add items to your personal library with a single click. Imagine that
no more typing to get all that content into your bibliographies! So please, go ahead and install
Zotero now before you read any further. Further below, I will say more about how we are
going to use Zotero in this course.
COURSE SCHEDULE

08/24

Introduction
Clark & Chalmers (1998), The Extended Mind [SSM]
Chalmers (2008), Foreword to Andy Clarks Supersizing the Mind [SSM]
Theiner (forthcoming), The Extended Mind
Malinin (2016), Creative Practices Embodied, Embedded, and Enacted in
Architectural Settings: Toward an Ecological Model of Creativity

08/31

Clark, SSM (Take I)

Haugeland (1998), Mind Embodied and Embedded
Wilson (2002), Six Views of Embodied Cognition
SSM, Introduction, Chapters 1-2
Chemero & Silberstein (2008), After the Philosophy of Mind: Replacing
Scholasticism with Science

09/07

Clark, SSM (Take II)

SSM, Chapter 3
Tyln et al. (2010), Language as a Tool for Interacting Minds
Landy, Allen, & Zednik (2014), A Perceptual Account of Symbolic
Reasoning
*Sutton (2010), Exograms and Interdisciplinarity: History, the Extended
Mind, and the Civilizing Process [P1]
*Ong (1986), Writing is a Technology that Restructures Thought [P2]

09/14

Clark, SSM (Take III)

SSM, Chapters 4-7
Heersmink (2015), Dimensions of Integration in Embedded and Extended
Cognitive Systems

09/21

Greenwood, BH
*BH, Chapters 1-2; 4-5; 8 [P1]
Slaby (2014), Emotions and the Extended Mind

09/28

Malafouris, HTSM (Take I)

Engels (1876), The Part Played by Labour in the Transition from Ape to
Man
Malafouris (2010), Metaplasticity and the Human Becoming: Principles of
Neuroarchaeology
*HTSM, Chapters 5, 8 [P1]

10/05

Malafouris, HTSM (Take II)

Verbeek, MT, Chapter 1 [Background]
*HTSM, Chapters 6-7; 10 [P1]
Theiner & Drain (2016), Whats the Matter with Cognition? A Vygotskian
Perspective on Material Engagement Theory
Gallagher & Ransom (in press), Artifacting Minds: Material Engagement
Theory and Joint Action [Optional]

10/12

No class (Fall recess)

10/19

Extended Knowledge & Ethics

*Prichard (2010), Cognitive Ability and the Extended Cognition Thesis
*OMadagain (2014), Can Groups Have Concepts? Semantics for Collective
Intentions
*Carter & Palermos (2016), The Ethics of Extended Cognition: Is Having
your Computer Compromised a Personal Assault?
Fogle & Theiner (forthcoming), The Ontological Complicity of Habitus
and Field: Was Bourdieu an Externalist?

10/26

From Extended Mind to Group Mind (and beyond)

Theiner, Allen, & Goldstone (2010), Recognizing Group Cognition
Goldstone & Theiner (forthcoming), The Multiple, Interacting Levels of
Cognitive Systems (MILCS) Perspective on Group Cognition
*Palermos (2015), Active Externalism, Virtue Reliabilism and Scientific
Knowledge [P1]
*Fritzman & Thornburg (2016), I Is Someone Else: Constituting the
Extended Minds Fourth Wave, with Hegel [P2]

11/02

Verbeek, MT
*Latour (1986), Thinking with Eyes and Hands [P1]
*MT (selections) [P2]

11/09

Braidotti, TPH (Take I)

TPH, Introduction
*TPH, Chapter 1 [P1]
*TPH, Chapter 2 [P2]
Wynter (1995), 1492: A New World View

11/16

Braidotti, TPH (Take II)

*TPH, Chapter 3 [P1]
4

Holmqvist (2013), Undoing War: Ontologies and the Materiality of Drone

Warfare
*TPH, Chapter 4 [P2]
TPH, Conclusion

11/23

Thanksgiving (No class)

11/30

Fuller, H20
What is Transhumanism? FAQ 3.0 [http://whatistranshumanism.org/]
Bostrom (2008), Why I Want to be a Posthuman When I Grow Up
*H2O, Introduction, Chapter 2 [P1]
*Brooke (2005), Visions of Perfectibility [P2]

12/07

Fuller & Lipinska, PRO

*Precautionary: http://www.greenhousethinktank.org/precautionaryprinciple.html (selections) [P1]
*Proactionary: PRO (selections) [P2]

This course schedule is tentative; deviations may be necessary. I will use email for course
announcements, so please check your inbox on a regular basis.
CONDUCT OF THE COURSE
I plan to run the course in the manner of a typical graduate seminar, with a modicum of
lecture, interspersed student presentations, and heavy doses of discussion. I propose that we
split the 2.5 hours of our seminar into two parts, with a break of ~15 minutes after about 1
hour and 15 minutes.
ZOTERO
I have created a seminar library (SEM Extended Mind) in our Villanova group on Zotero.
For now, the status of the group is set as private, which means that the group pages can only
be seen and modified by invited group members. If you are not a member yet, please let me
know, and I will send you an invitation. The seminar library contains the following
collections:
Handouts: This folder contains all handouts that I prepare for this class, as well as
handouts from student presentations.
Readings: This folder contains all assigned readings in addition to our book list. I will
probably add a few more required or recommended readings as we go along.
Resources: This folder links to a variety of useful resources related to the topic of
collective intentionality. I am counting on you to build this folder into a more
comprehensive reference point, by adding further items of interest.
Student Projects: This is the place where you will develop a bibliography for your
final paper project (see below). To create your own folder, named after you, click on
Student Projects, then right-click and choose New Subcollection
Syllabus

COURSE REQUIREMENTS
Seminar participants are expected to 1) actively participate in class meetings, 2) submit
weekly commentaries on the assigned readings, 3) present course material and lead our class
discussion on two occasions, 4) compile a Zotero bibliography of ~20 items on a thematic
that foreshadows the topic of your term paper project, 5) hand in a 1-2 page outline of your
term paper, and 6) write a final research paper.
1) Class engagement
Philosophy invites people to engage in dialogue, so you are strongly encouraged to speak up
in our meetings. All seminar participants are expected to keep up with the assigned readings,
and come to class fully prepared. If there is a foreseeable reason you will miss class, please
notify me well ahead of our meeting.
Special knowledge. Among us will be people who are very knowledgeable about related
fields, areas, discourses, and historical figures that have made great contributions to our
understanding of the 4E mind, but which we wont have time to cover. This includes large
swaths of Continental Philosophy. I strongly encourage everybody to contribute their
special knowledge where it is applicable. The great diversity of expertise which we
collectively bring to the table is potentially the greatest asset in this seminar. If you do bring
up more specialized points, please try to explain them, as much as this is possible, in a
manner that is accessible to all of us. Do not assume that I or any other participant is as
knowledgeable as you are in your particular areas of expertise.
2) Weekly commentaries and reaction pieces
Participants are required to write either a one-page commentary on the assigned readings in
advance of our meetings, or a reaction piece of roughly the same length on a commentary
previously made (by yourself or someone else). In a given week, you only have to do one or
the other; over the course of the semester, your contributions should be about evenly matched
(with a slight excess of commentaries). You are, of course, strongly encouraged to take into
consideration and refer to each others postings in all of your contributions. Because we all
know how overwhelmingly busy life can get sometimes, you are exempted from submitting
anything for two meetings of your choice. In practice, this means that of the 11 contributions
you will have to produce, aim for 6 commentaries and 5 reaction pieces. Please submit all
your contributions using the discussion board located on the content page of our course shell
in BlackBoard, available at https://elearning.villanova.edu/. Following the discussion board
should always be considered as part of the reading assignment. Your contributions will be
graded directly on Blackboard on a scale from 1-5 ():
= Unacceptable
= Poor
= Mediocre
= Good
= Outstanding
6

Do not be surprised or disappointed if the most common grade you will receive is good I
reserve outstanding for truly exceptional, noteworthy contributions. The purpose of these
short writing assignments is for seminar participants to develop their own perspectives on the
readings, and to learn how to discuss others views insightfully and with tact. As E. M.
Forester said, How can I know what I think until I see what I say [write]?
The assignment is purposefully open-ended. Occasionally, I may ask a particular question, or
suggest a particular topic for discussion, but for the most part, it is up to you to select a topic
that relates to the readings in interesting ways. Do not try to summarize the readings, or
simply raise a bunch of generic questions. Instead, focus on a particular claim, assumption, or
inference that bears directly on the main topic at hand. Say why you agree or disagree, and
offer specific questions, comments or criticisms. Alternatively, you may find that an article
leaves out important aspects of a topic you would like to highlight for us. Generally speaking,
I suggest that you focus on one or two specific issues that you can reasonably hope to address
within a single page, rather than sound off about a plethora of unrelated issues. You should
post your commentaries no later than Wednesdays at 3:00 PM. Later postings will not be
graded.
3) Student presentations
Every participant is required to give two presentations over the course of the semester, and
lead the ensuing discussion. In your presentation, you should briefly review the main points
of the readings for which you are responsible, and perhaps bring in outside material that
might help to deepen our understanding of the readings. You should assume that everybody
has read the material, so do not try to summarize all of the material in detail. Rather, focus on
a handful of issues that are central to the overall argument, or expand on specific passages to
highlight a key point. Always bear in mind that the main purpose of these presentations is to
open up subsequent class discussion. The use of handouts, PowerPoint slides, and online
resources (e.g., websites or brief video clips) to enhance your presentation is strongly
encouraged. As part of your presentation, you should also try to voice potential objections,
and consider how one might reply to them.
Usually, a presentation will last around 15-20 minutes. Second, you are expected to
lead the ensuing discussion that your presentation is meant to stimulate. I will take on this
role for the first few meetings and probably several other times during the semester.
Occasionally we may simply have a free discussion of the readings. In the course schedule
above, I have marked readings that are candidates for student presentations with an asterisk
(*). A single presentation typically covers 1-2 (thematically related) readings. If there is more
than one presentation topic to choose from for a given day, the readings are designated as
P1 and P2. Presentation topics will be assigned at the beginning of our second meeting
(August 31). The readings are available on Zotero for your perusal.
4) Compiling a Zotero bibliography
Over the course of the semester, you are asked to compile a Zotero bibliography of ~20
scholarly items on a thematic that foreshadows the topic of your term paper project. The
7

thematic scope of your bibliography is likely to be broader than the topic on which you are
eventually going to write, but significantly more specialized than our course topic. Besides
helping you to hone in on a topic for your term paper, any material you add will be fully
searchable and thus potentially useful for all of us. Whenever you add an item, I recommend
that you tag its content with a few standard keywords. Your bibliography, to be submitted by
email, is due on the day of our first meeting after Thanksgiving, November 30.
5) Producing an outline of your final paper
Your outline is due on the day of our final meeting, December 7, but preferably earlier which
will give me more time to provide you with useful feedback. The outline, which should fit on
1-2 pages, should contain: (a) a clearly stated thesis; (b) a description of how you are going to
argue for your thesis, (c) a description of how your paper will be organized; (d) a short
annotated list of the most relevant literature you are going to use. You are encouraged to meet
with me earlier in the semester to discuss your ideas.
6) Writing a final paper
The final course requirement is to write a research paper (~5,000 words). The deadline for
your final paper is January 16, 2017. The process of academic writing, which starts with an
outline that goes through multiple drafts before it eventually becomes a polished paper, can
be quite challenging. Philosopher Steven Mumford has developed a useful step-wise method
to facilitate this process:
https://sites.google.com/site/stephendmumford/the-mumford-method
Research Support. Nikolaus Fogle is the Philosophy Liaison Librarian at Falvey. He is
available for research consultations at any stage of your project, and can be reached at
nikolaus.fogle@villanova.edu or (610) 519-5182.
GRADES
Your final grades will reflect the quality of your work in all six areas identified above. The
typical requirements for different grades can be broken down as follows:
A: Good or outstanding commentaries and/or reaction pieces each week. Strong
presentation and consistently active, thoughtful class participation. Excellent
bibliography and well-structured outline. Strong final paper.
B: Good commentaries in most weeks. Good presentation, and regular class
participation. Useful bibliography and coherent outline. Good final paper.
C: Poor, mediocre, or no commentaries in most weeks. Occasional class participation
and lackluster presentation. Unhelpful bibliography and unclear outline. Mediocre
final paper.
RULES AND POLICIES
Academic Integrity. All students are expected to uphold Villanovas Academic Integrity
Policy and Code. Any incident of academic dishonesty will typically result in an F for the
assignment and will be reported to the appropriate university officials. See the statement of
8

the full policy on the Graduate Arts and Sciences website. You can view the Academic
Integrity Policy and Code, as well as other useful information related to writing papers, at the
Academic Integrity Gateway web site: http://library.villanova.edu/Help/AcademicIntegrity
Office of Disabilities and Learning Support Services: Students with disabilities who
require academic accommodations should schedule an appointment to discuss specifics with
me. It is the policy of Villanova to make reasonable academic accommodations for qualified
individuals with disabilities. You must present verification and register with the Learning
Support Office by contacting 610-519-5176 or learning.support.services@villanova.edu. For
physical access or temporary disabling conditions, please contact the Office of Disability
Services at 610-519-4095 or email Stephen.mcwilliams@villanova.edu. Registration is
needed in order to receive accommodations.
Use of laptops, cell phones, and other electronic devices. You are free to use your laptop to
take notes and for other classroom-related activities, but please refrain from pursuing
unrelated activities such as browsing the internet, or checking your email. All cell phones
should be turned off for the duration of the class.
Concerns about grades. When graded material is returned to you, it is your responsibility to
make sure you understand exactly why you received the grade that you were given. If you do
not understand, please make an appointment to meet with me in person so we can discuss
your concerns. Under no circumstances will your grade be lowered as a result of this process.
USEFUL RESOURCES
In our seminar folder on Zotero (SEM Collective Intentionality) you can find a collection
of online sources (Resources) that I will regularly update. In addition, here are a few
printed resources that you will find useful.
Open-access reference works published online
The Stanford Encyclopedia of Philosophy (http://plato.stanford.edu/)
The Internet Encyclopedia of Philosophy (http://www.iep.utm.edu/)
The Indiana Philosophy Ontology Project (https://inpho.cogs.indiana.edu/)
The largest online collection of papers in the philosophy of mind: http://consc.net/online
Compiled by David Chalmers and David Bourget
Encyclopedic resources made available through Villanova:
(Gateway: http://library.villanova.edu/research/subject-guides/philosophy/)
The Encyclopedia of Philosophy (Macmillan, 2nd ed.)
Routledge Encyclopedia of Philosophy
Oxford Dictionary of Philosophy
Oxford Companion of Philosophy

Textbooks and handbooks in the Philosophy of Mind

D. Braddon-Mitchell & F. Jackson, Philosophy of Mind and Cognition (Blackwell,
20072)
T. Crane, The Mechanical Mind: A Philosophical Introduction to Minds, Machines
and Mental Representation (Routledge, 20032)
S. Gallagher and D. Zahavi, The Phenomenological Mind: An Introduction to
Philosophy of Mind and Cognitive Science (Routledge, 2008)
J. Garvey (ed.), The Continuum Companion to Philosophy of Mind (Continuum,
2011)
J. Heil, Philosophy of Mind: A Contemporary Introduction (Routledge, 20042)
W. Jaworski, Philosophy of Mind (Wiley-Blackwell, 2011)
P. Mandik, This is Philosophy of Mind: An Introduction (Wiley-Blackwell 2013)
B. McLaughlin & J. Cohen (Eds.), Contemporary Debates in Philosophy of Mind
(Wiley-Blackwell, 2007)
B. McLaughlin, A. Beckerman, & S. Walter (Eds.), The Oxford Handbook of
Philosophy of Mind (Oxford University Press, 2009)
S. Stich, T. Warfield, et al. (Eds.), The Blackwell Guide to Philosophy of Mind
(Wiley-Blackwell, 2003)
Textbooks and handbooks in the Philosophy of Psychology / Cognitive Science
J. L. Bermdez, Philosophy of Psychology: A Contemporary Introduction (Routledge,
2005)
J. L. Bermdez, Cognitive Science: An Introduction to the Science of the Mind
(Cambridge University Press, 2010)
M. A. Boden, Mind as Machine: A History of Cognitive Science (2 volumes) (Oxford
University Press, 2006)
A. Clark, Mindware. An Introduction to the Philosophy of Cognitive Science (2nd
edition) (Oxford University Press, 2013)
B. von Eckardt, What is Cognitive Science? (MIT Press, 1995)
S. Gallagher, and D. Schmicking, D. (Eds), Handbook of Phenomenology and
Cognitive Science (Springer, 2010)
R. M. Harnish, Minds, Brains, Computers: An Historical Introduction to the
Foundations of Cognitive Science (Wiley, 2002)
Survey articles and overviews of various branches of 4E cognition
Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149,
91-130.
Carter, J.A., Kallestrup, J., Palermos, S.O., and Pritchard, D. (2014). Varieties of
externalism. Philosophical Issues 24, 63109.
Cowart, M. (2005). Embodied cognition. The Internet Encyclopedia of Philosophy. <URL
= http://www.iep.utm.edu/embodcog/>

10

Clancey, W. J. (2009). Scientific antecedents of situated cognition. In M. Aydede and P.

Robbins (Eds.), The Cambridge Handbook of Situated Cognition (pp. 11-34).
Gallagher, S. (2009). Philosophical antecedents to situated cognition. In M. Aydede and P.
Robbins (Eds.), The Cambridge Handbook of Situated Cognition (pp. 35-51).
Gallagher, S., and Zahavi, D. (2008). The embodied mind. In S. Gallagher and D. Zahavi,
The phenomenological mind: An introduction to philosophy of mind and cognitive
science (pp. 129-152). New York: Routledge.
Gallagher, S. and Newen, A. (forthcoming). The Oxford Handbook of Cognition:
Embodied, Embedded, Enacted, Extended. Oxford: Oxford University Press.
Johnson, M., and Rohrer, T. (2007). We are live creatures: Embodiment, American
pragmatism, and the cognitive organism. In Zlatev et al. (Eds.), Body, Language
and Mind, vol. 1 (pp. 17-54). Berlin: Mouton de Gruyter.
Kiverstein, J., Farina, M., and Clark, A. (2013). The Extended Mind Thesis. Oxford
Bibliographies Online. DOI: 10.1093/obo/9780195396577-0099.
Menary, R. (2010) (Ed.), The Extended Mind. Cambridge, MA: MIT Press.
Menary, R. (2013), The Extended Mind. In Pasher, H. (Ed.), Sage Encyclopaedia of the
Mind. Thousand Oaks, CA: Sage.
Robbins, P., and Aydede, M. (Eds.) (2009). Cambridge Handbook of Situated Cognition.
Cambridge: Cambridge University Press.
Rohrer, T. (2007). The body in space: Embodiment, experientialism and linguistic
conceptualization. In Zlatev et al. (Eds.), Body, Language and Mind, vol. 2 (pp.
339378). Berlin: Mouton de Gruyter.
Rowlands, Mark (2010), The New Science of the Mind: From Extended Mind to Embodied
Phenomenology. Cambridge, MA: MIT Press.
Seifert, C. M. (2007). Situated cognition and learning. In R. A. Wilson and F. C. Keil
(Eds.), The MIT Encyclopedia of the Cognitive Sciences (pp. 109-120). Cambridge,
MA: MIT Press.
Shapiro, L. (2007). The embodied cognition research programme. Philosophy Compass, 2,
338346.
Shapiro, L. (2010). Embodied Cognition. New York: Routledge.
Shapiro, L. (2014). The Routledge Handbook of Embodied Cognition. New York:
Routledge.
Smith, B. (1999). Situatedness/Embeddedness. In R. A. Wilson and F. C. Keil (Eds.), The
MIT Encyclopedia of the Cognitive Sciences (pp. 769-771). Cambridge, MA: MIT
Press.
Stapleton, M. and Froese, T. (in press). The enactive philosophy of embodiment: From
biological foundations of agency to the phenomenology of subjectivity. In Murillo,
Garca-Valdecasas, and Barrett (Eds.), Biology and Subjectivity: Philosophical
Contributions to a Non-Reductive Neuroscience. Dordrecht: Springer.
Stewart, J., Gapenne, O., and Di Paolo, E. (Eds.) (2011), Enaction: Towards a New
Paradigm for Cognitive Science, Cambridge, MA: MIT Press.
11

Theiner, G. (2011). Res Cogitans Extensa: A Philosophical Defense of the Extended Mind
Thesis. Frankfurt/Main: Peter Lang.
Theiner, G. (forthcoming). The Extended Mind. In B. Turner (Ed.), The Wiley-Blackwell
Encyclopedia of Social Theory, West Sussex, UK: Wiley.
Wheeler, M., and Di Paolo, E. A. (2011). Existentialism and cognitive science. In
Reynolds, J., Woodward, A., and Joseph, F. (Eds) The Continuum Companion to
Existentialism (pp 241259). London: Continuum.
Wilson, R. A., and Foglia, L. (2011). Embodied cognition. The Stanford Encyclopedia of
Philosophy. <URL = http://plato.stanford.edu/entries/embodied-cognition/>
Wilson, R. A. (2004). Boundaries of the mind: The individual in the fragile sciences
Cognition. New York: Cambridge University Press.

12