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The Emergence of Ur-Intentionality: An Ecological Proposal

M. Heras-Escribano, Daniel Martínez Moreno

Philosophies April 25, 2024 DOI: 10.3390/philosophies9030054 (opens in new tab)

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Characteristics Theoretical or philosophical paper Peer reviewed
Key points Argues that the radical enactivist natural origins of content program lacks an account of how "Ur-intentionality" or basic directedness emerges, and proposes that ecological perceptual learning, particularly the role of environmental information for perceiving affordances, can explain the emergence of this most basic form of cognition in nature.

Abstract

Radical enactivism supports radical embodied cognition (REC), which is the idea that basic or fundamental cognition (perception and action) does not need to be understood in representational, contentful terms. REC departs from the idea that the mind can be naturalized through biological functions, but rejects the idea that mental content, which is understood as having a representational nature, can be naturalized. For REC, the natural origins of content (or NOC) is a program based on the following hypothesis: first, we depart from basic cognitive processes that are target-based and guided by an Ur-intentionality or directedness toward the world, and then sociality enters in the picture when language appears into the scene, allowing for establishing full-blown semantic content in which that content is about worldly states of affairs. Here, I am going to focus on the phenomenon of directedness since there are blind spots in this picture: as many authors claim, REC takes Ur-intentionality as the starting point, but there is simply no explanation to date of how this directedness or Ur-intentionality is established. Therefore, how could we account for Ur-intentionality? How does this kind of intentionality emerge? We believe that we can answer this question if we invoke the best scientific evidence from ecological perceptual learning especially in regard to the role of the environment and the information for perceiving affordances in our learning processes. This allows us to offer an answer to the question of how the most basic form of cognition (Ur-intentionality or directedness) emerges in nature.

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