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Exchanging humpty dumpties is not a solution: Why a representational view of knowledge must be replaced with an action-based approach

Published online by Cambridge University Press:  19 November 2021

Jeremy I. M. Carpendale Open the ORCID record for Jeremy I. M. Carpendale [Opens in a new window]  and
Charlie Lewis Open the ORCID record for Charlie Lewis [Opens in a new window]
Jeremy I. M. Carpendale
Affiliation:
Psychology Department, Simon Fraser University, Burnaby, BC V5A 1S6, Canada jcarpend@sfu.ca; https://www.sfu.ca/psychology/about/people/profiles/jcarpend.html
Charlie Lewis
Affiliation:
Psychology Department, Lancaster University, Lancaster LA1 4YW, UK. c.lewis@lancaster.ac.uk; https://www.lancaster.ac.uk/people-profiles/charlie-lewis
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Abstract

In arguing for knowledge representation before belief, Phillips et al. presuppose a representational theory of knowledge, a view that has been extensively criticized. As an alternative, we propose an action-based approach to knowledge, conceptualized in terms of skill. We outline the implications of this approach for children's developing social understanding, beginning with sensorimotor interaction and extending to the verbal level.

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Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 44 , 2021 , e147
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Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

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