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This is the first in a mini series of posts exploring issues regarding technological enhancement in learning and education, featuring two papers that have appeared in the “ Cheating Education ” special issue of Educational Theory.  This post is provided by Kathy Puddifoot , Assistant Professor of Philosophy at the University of Durham and Cian O’Donnell , Lecturer in Computer Science at the University of Bristol. They introduce their paper " Human Memory and the Limits of Technology in Education ". Have you ever had the intuition that there are risks associated with students or teachers supplanting traditional methods of learning with the use of technologies that store and provide easy access to information, such as cloud storage, note-taking applications, open access sources like Wikipedia, or social media resources? It can be difficult to articulate exactly what is problematic about the use of such technologies. They provide a way of storing accurate representations of inf...

Today's post is by Daniel D. Hutto and Anco Peeters. Daniel D. Hutto  (above right) is Senior Professor of Philosophical Psychology and Associate Dean of Law, Humanities and the Arts, at the  University of Wollongong.  and member of the Australian Research Council College of Experts. His recent research focuses primarily on issues in philosophy of mind, psychology and cognitive science. He is best known for promoting enactive and embodied cognition that is non-representational at root, and for his narrative practice hypothesis about folk psychology. Anco Peeters  (above left) is a doctoral student and tutor at the University of Wollongong. His doctoral project investigates the compatibility of functionalism and enactivism and compares these frameworks in terms of their explanatory power with respect to mind-technology interaction. Attempts to accommodate a range of empirical findings about memory have provoked daring new thinking about what lies at the roots of remem...