ABSTRACT
This chapter reviews how the dominant computational view arose and focuses on how it influences practices in education. It explores some of the research on embodiment that challenges this computational view, research which indicates that the messy specifics of bodily and physical reality play a significant role in cognition. The chapter outlines some of the most commonly cited studies in this area, including the work of researchers such as Jerome Bruner and Noam Chomsky. It outlines the rise of cognitive psychology and its appeal as a model for understanding what people are doing when they are attending, learning, remembering, and solving problems. The chapter explores some of the reasons why recent research has questioned this way of thinking about thinking, and what the implications might be for how people do the science of psychology, and the practice of professional work such as teaching and education.
