Does this give you any ideas?

Do sensorimotor dynamics extend the conscious mind?

Pepper, Ken. Adaptive Behavior22.2 (Apr 2014): 99-108.

According to the extended conscious mind thesis (ECM), the physical basis of consciousness is not confined exclusively to the brain, but extends beyond it via sensorimotor dynamics. ECM is enjoying growing support among philosophers inspired by developments in enactive and embodied cognitive science. ECM has obvious parallels with the extended mind thesis (EM), according to which the physical basis of cognition is likewise not confined to the brain. However, EM’s originator and most prominent defender, Andy Clark, argues that EM theorists can and should reject ECM, and offers an alternative internalist account, which admits a causal but non-constitutive role for sensorimotor dynamics. In this paper, I examine how well this claim fits with some of the key commitments of EM, and the implications for the EM theorist who wishes to deny ECM. I argue that Clark’s position—ECM-rejecting EM—is untenable, and defend the ECM interpretation of sensorimotor dynamics.

Does this give you any ideas?

Do sensorimotor dynamics extend the conscious mind?

Pepper, Ken. Adaptive Behavior22.2 (Apr 2014): 99-108.

According to the extended conscious mind thesis (ECM), the physical basis of consciousness is not confined exclusively to the brain, but extends beyond it via sensorimotor dynamics. ECM is enjoying growing support among philosophers inspired by developments in enactive and embodied cognitive science. ECM has obvious parallels with the extended mind thesis (EM), according to which the physical basis of cognition is likewise not confined to the brain. However, EM’s originator and most prominent defender, Andy Clark, argues that EM theorists can and should reject ECM, and offers an alternative internalist account, which admits a causal but non-constitutive role for sensorimotor dynamics. In this paper, I examine how well this claim fits with some of the key commitments of EM, and the implications for the EM theorist who wishes to deny ECM. I argue that Clark’s position—ECM-rejecting EM—is untenable, and defend the ECM interpretation of sensorimotor dynamics.

Thanks dear Beatrice for your response. I'll try to read the article.

I understand extending the mind as increasing its capacity. Any one can do that if s/he has the patience & the diligence to read more& more. We, as teachers, can play important roles to extend the minds of our students by not "sticking" to the subjects in textbooks but by adding to the lecture (5 minutes) of brainstorming questions about an application of what we teach them in life.

Dear Bahram,

Have you seen these before?

http://postcog.ucd.ie/files/TheExtendedMind.pdf

http://core.ac.uk/download/pdf/277214.pdf

http://thorgan.faculty.arizona.edu/sites/thorgan.faculty.arizona.edu/files/Phenomenal%20Intentionality%20Meets%20the%20Extended%20Mind.pdf

Dear Bahram, this is an interesting question and deserves to be answered although I'm not the expert.  So we have language that extends the mind (Logan), and reading expands our mind (Dr Nizar) with knowledge (Prof Kamal).  I like this part of Vilemar's first link: 'the human organism is linked with an external entity in a two-way interaction, creating a coupled system that can be seen as a cognitive system in its own right. All the components in the system play an active causal role, and they jointly govern behavior in the same sort of way that cognition usually does. If we remove the external component the system's behavioral competence will drop, just as it would if we removed part of its brain. Our thesis is that this sort of coupled process counts equally well as a cognitive process, whether or not it is wholly in the head.'

It describes how we feel when we lose a pen drive or a laptop - a terrible feeling of a big loss.  (My friend's home was broken into last Friday, and she lost her jewelry and her laptop where all her documents and data for her Masters program was kept.)

http://postcog.ucd.ie/files/TheExtendedMind.pdf

All communication media and tools extends the mind.

• language
• Music
• Technology
• Arts
• Handicrafts  .... etc.,

Further there are different forms of opportunities.

In 1988 I actually went through the experience of a mind extension. By plowing quickly and deeply into a discipline which had previously been foreign to me, I physically felt my mind expanding.  Trained as a humanist in philosophy and literature, I decided to research the medical anthropology of Spanish physician and historian of medicine Pedro Laín Entralgo at his suggestion.  I had only two weeks to absorb this discipline in Madrid, Spain. Every day, Laín Entralgo would lend me two of his many books to read and digest.  Since I have an excellent memory, the learning process went quickly, and I could ask him questions in long daily interviews.  What an opportunity to expand the mind by consulting in person the intellectual on whom I was writing!  What came out of all this was my book, The Adventure of Healing: The Medical Anthropology of Pedro Laín Entralgo.  If I had been writing about my own research process, I could have titled the work, "The Mind-Stetching Adventure of Nelson Orringer."

A wonderful and complicated question. I´ll try my very short version. Suppose you have all your neurons (90% at age of about 6 years), you only have to link them up. And that is done by neuronal activities of each kind. But you must be active. Examples are found in all the interesting previous answers.

Thinking and imagination do, dear Bahram!

@ Roland, I agree

Dr.APJ Abdul Kalam, was our previous President of India. He is a great scientist and academician. He always stresses, STUDENTS SHOULD DREAM.

A Great Man of Principles, I salute.

i think in education and imagination, I think they effectively contribute to extend mind.

I am not familiar with Mind Expanding Techniques, but for sure :

A mind that is stretched by a new experience can never go back to its old dimensions.” - Oliver Wendell Holmes

The mind expands by knowledge (savoir et savoir faire), we should be active learners from books, documentaries, experiences, education, degrees or diplomas...etc.. a mind who do not learns couldn't expands. It is the purpose of why we should learn

An excellent thread related to this subject : https://www.researchgate.net/post/Why_do_we_learn

Dear Roland,

interesting listing. I remember one amazing example of speed in recognition. It was an experiment with a trained chimpanzee which could remember positions of numbers on a screen and delete them in the right order. The recognition time interval was so short, that humans were not able to just see the image. The chimpanzee was without errors independantly from time interval.

Children in Indian cities - The knowledge of linguistic forms is embedded in socio-cultural knowledge.The understandings of the social organization of everyday life, ideologies, moral values, beliefs, identities, norms and expectations of a certain cultural community are largely acquired through language. The family environment is the primary site in which a child learns to be social and communicative competent member of society; learns to understand and speak the language used at home - the native language; while out of the house, different languages and culture exists, which is very essential for survival.. Child is not only socialized to use language, but is also socialized through languages... therefore the mind extends right from childhood.