Editorial

The 4E Approach Applied to Education

in the 21st Century
Ronnie Videla • Universidad Santo Tomás, Chile • ronnievidelare/at/santotomas.cl
Tomas Veloz • Vrije Universiteit Brussels, Belgium • tomas.veloz/at/vub.be
> Context • The 4E approach proposes an alternative framework for understanding cognition and learning. However,
its application to the study of education in the 21st century is incipient. > Problem • What are the challenges of 21st-
century education in the field of cognition and learning? How can the 4E approach be implemented in educational
processes? > Method • This introduction outlines the challenges of 21st-century education and the progress that the 4E
approach has made in the different perspectives presented in the contributions of this special issue. > Results • Today,
we find a limited but growing number of studies on the 4E approach applied to education. We argue that the 4E ap-
proach presents a propitious field for the challenges of education in the 21st century, especially for the understand-
ing of teaching and learning in socio-material and technological environments, as well as new research tools that
support theories of learning with empirical evidence. > Implications • A better understanding of the constructivist
perspectives on the application of 4E in education can guide future research in education as well as novel teaching
methodologies. > Keywords • 21st-century skills, 4E approach, pedagogy.

Introduction
« 1 »  The challenges of humanity are
complex and require paradigm shifts and
social movements to transform institutions,
therefore, this has implications for schools
and higher-level education, as well as for
lifelong learning (Care et al. 2017).1 In this
context, education in the 21st century oc-
cupies a fundamental role in cultivating new
societies with an emphasis on areas of devel-
opment and sustainable lifestyles, overcom-
ing poverty, inclusion, climate change, use of
emerging technologies, promotion of a cul-
ture of peace and nonviolence (Bourn, Hunt
& Bamber 2017).2 The current understand-
ing of education as a dynamic and complex
system has been essential to grasp transdisci-
plinary approaches such as 4E cognition that
open up new perspectives on cognition and
learning (embodied, enacted, embedded and
extended). In the 20th century, ideas about
thinking, and ultimately learning and teach-
1 |  See also the 2023 UNESCO report “Trans-
forming education together: The Global Educa-
tion Coalition in action,” retrieved on 2 June 2023
from https://unesdoc.unesco.org/ark:/48223/
pf0000381023
2 | See also UN report “Sustainable devel-
opment goals,” retrieved on 17 May 2023 from
https://sdgs.un.org/es/goals
ing, have been primarily theoretical and in-
tuitive. At the end of the first quarter of this
century, the research landscape of cognition
as an assemblage of brain, body and envi-
ronment brings together empirical evidence
from archeology (Malafouris 2013), anthro-
pology (Ingold 2013), neuroscience (Seth
2021), micro-phenomenology (Petitmen-
gin & Lachaux 2013), psychology (Rietveld
& Kiverstein 2014), sociology (De Jaegher
2015), the arts and technology (Penny 2017),
and educational research (Abrahamson,
Dutton & Baker 2021).
« 2 »  Researchers in education such as
Arthur Glenberg, Dor Abrahamson, Ricardo
Nemirovsky, and Luis Radford have not been
oblivious to the interdisciplinary interest in
how cognition and learning occur in dif-
ferent contexts and with different materials
and technological tools, and have also tried
to reconcile and open new theoretical per-
spectives. The unfortunate predominance
of the cognitivist paradigm has clouded the
scope of the 4Es applied to education, since
it plays a central role in the learning theories,
reducing education to linear dynamics, men-
tal representations, and memorization skills
and procedures (Bereiter 2002).
« 3 »  In the classroom, cognitivism has
moved the focus away from the body, re-
sulting in the disinterest and disaffection
of students to content that is taught in a
transmissive way. Transmissive education
seeks to fix a meaning, not start a movement
that can create it, thus neglecting the body.
This is reaffirmed in the scarcity of teach-
ing methodologies that privilege the action
of perception to understand and learn. Per-
petuating dualism and cognition reduced
to processes uncoupled from an ecological
dynamic of relationships between the brain,
body and environment, does not contribute
to addressing the new global challenges of
education. Regrettably, “Cartesian dual-
ism is still pervasive throughout school
settings” (Macrine & Fugate 2022: 15). By 153
contrast, the education of the 21st century
should promote a democratic, sustainable
and inclusive education that enhances the
relationship between people and their con-
text. In particular, the 4E approach is in tune
with Paulo Freire’s (2018) ideas about over-
coming the teacher–student, subject–object
and consciousness–action dichotomies. He
opposes the banking model of education
that sees students as containers that must be
filled with knowledge. This model leads to
a lack of critical thinking, which contrasts
with the idea of knowledge emerging from
creative processes. Such praxis-oriented
processes are also emphasized by Ezequiel
Di Paolo, who considers praxis a “participa-
tory thought-in-action, critical embodied
consciousness [which] has a footing in the

https://constructivist.info/18/2/153.editorial

EDITORIAL EDUCATION IN THE 21ST CENTURY
154
world, so it stands a chance of transform-
ing communities and world both” (Di Paolo
2021: 789).
« 4 »  If the purpose of education in the
21st century is the continuous transforma-
tion of human beings for individual, social
and planetary well-being, it is necessary to
broaden the understanding of cognition be-
yond individual life towards life with others
(Thompson 2007), which is complemented
by the idea of an ethical enactivism:
“ Being able to interact with the world guided by
social non‐metabolic values opens up the possi-
bility for agents to perceive others not in terms of
how they could be useful for the agent’s own pur-
poses but in terms of the others’ own existence.
(Pescador-Canales & Mojica 2022: 7)
” on kinesthetic knowledge and propriocep-
These ideas find a deep link with the 4E
approach (Newen, De Bruin & Gallagher
2018) that provides a systemic understand-
ing of cognition across people, materials,
tools, and contexts.
« 5 »  Let us look at the big challenge that
awaits new forms of education: How can we
ensure that education keeps pace with the
social, technological and political develop-
ments that have massively transformed soci-
eties and the labor market worldwide?3 An
initial proposal aimed at responding to these
challenges is the promulgation of 21st-cen-
tury skills that, through educational policies
at the OECD country level, seeks to cultivate
ethical, technological and didactic training
in the world (Reimers & Chung 2019). It is
expected that by 2030, people trained in the
skills of the 21st century will become con-
scious and respectful citizens of the environ-
ment, with a high participation in sustain-
ability and citizenship initiatives. Likewise,
people are expected to be more creative and
innovative, capable of working collaborative-
ly and using different technological means to
function effectively in the face of the accel-
erated computerization of functions (Frey
& Osborne 2013). This practice of change
requires, among other things, opening up
to dynamic systems and abdicating the silos
that divide academic and human effort into
fields and disciplines (Ito 2018).
3 | See 2022 UNESCO report “Education
transforms lives,” retrieved on 3 March 2023 from
https://www.unesco.org/es/education
« 6 »  The skills of the 21st century, such
as creativity, media and information literacy,
citizenship education, critical thinking, in-
tellectual openness, problem solving and
computational thinking, combine funda-
mental actions of human life in a constantly
changing world (Stehle & Peters-Burton
2019). This is especially the case with the
new education inspired by the maker move-
ment4 that places emphasis on learning
by doing to solve problems with different
materials, people and tools (Konopasky &
Sherida 2020). New educational movements
involving immersive technologies, electron-
ics, and artificial intelligence increasingly
require an understanding of cognition based
tion, to avoid instrumentalism and loss of
skills (Penny 2022). However, the effective
incorporation of these skills into the curri-
cula of various OECD countries requires a
greater effort when the social and economic
indicators are unfavorable (Pritchett & Vi-
arengo 2021).
« 7 »  In this special issue on education
in the 21st century, we attempt to provide
a clearer view on the challenges exposed
above, placing special emphasis on new
paradigms of cognition such as the 4E ap-
proach that inform alternative ways to the
traditional understanding of teaching and
learning. It is necessary to ask whether the
new educational challenges require a re-
newed cognitive framework that offers op-
portunities to achieve the objectives indi-
cated above. Since it places the person, their
sociocultural context and participation at
the center of emerging technologies, the 4E
approach provides a holistic, systemic and
experience-focused vision that is in tune
with the challenges of 21st-century educa-
tion. Today, we find a variety of different in-
terpretations and implementations of the 4E
approach in education, which is also reflect-
ed in the contributions to this special issue.
4 |  Chris Anderson (2012) defines the maker
movement as “a new industrial revolution” cre-
ated by professionals from the MIT. It focuses on
creation and manufacturing, through digital and
analog tools and media, in which 3D modeling,
3D printers and laser cutters prevail. It opposes
more “traditional” educational paradigms and
often implicates STEM and STEAM approaches
(Halverson & Sheridan 2014).
The contributions
« 8 »  From a global theoretical perspec-
tive that addresses the 4E approach, Theo Hug
contextualizes the advances of 4E cognition
that is in tune with movements in education
that reaffirm the importance of the body
and context. He suggests that it is possible
to benefit from such advances in education
by extending the traditional learning mea-
surements to new dimensions traditionally
considered unmeasurable, such as humanis-
tic European pedagogy and modern educa-
tional research oriented towards social sci-
ences. For this, he proposes the concept of
Bildung, which is primarily based on an eth-
ics of humanization, self-determination and
interactive development of cognitive, bodily
and moral potentials. Hug warns 4E schol-
ars of the risks posed by the trend towards
learnification in modern education settings,
given the current educational emphasis on
the learnification, commodification, com-
mercialization and success of cognitivism in
the 20th century.
« 9 »  The 4E approach and ethics ap-
plied to education are already taking place
in the pedagogy of uncertainty.5 In his target
article, Simon Penny discusses what we would
call “the phenomenological rupture of the
body” in online education triggered by the
pandemic. According to Penny, this makes
it necessary to evaluate the role of enactive,
embodied and situated learning practices.
The outlook Penny provides is grim, as his
fundamental concern is the loss of active
engagement with things, since digital tech-
nologies prevail over tangible experiences
that are cultivated by physically engaging
with materials, tools, and people.
« 10 »  Embodied cognition refers to the
emergence of cognitive abilities from the
sensorimotor system, which structure inter-
actions in and with the lived world (Lakoff
& Johnson 1999; Gallagher 2005; Shapiro
2011). In their target article, Anna Shvarts &
Dor Abrahamson study how the mediation of
mathematical ideas is constituted as direct
5 | In Videla & Aguayo (2022), we present
the pedagogy of uncertainty as a proposal to face
the new challenges of education in an “era of un-
certainty”: lack of control, environmental prob-
lems, social crises, pandemics and use of emerg-
ing technologies.
 Editorial
The 4E Approach Applied to Education in the 21st Century Ronnie Videla & Tomas Veloz
intercorporeal sensorimotor coordination
between interlocutors. They emphasize the
importance of this embodiment aspect for
the emergence of mathematical meaning
from experience in natural and cultural envi-
ronments, as well as the possibilities that new
technologies offer for achieving this. Shvarts
& Abrahamson propose a unified theoretical
account that reconciles radical embodied ap-
proaches to cognition and cultural-historical
accounts of higher-order functions. In doing
so, they suggest that semiotic mediation is a
subtype of cultural artifacts that capture effi-
cient intracorporeal coordination and which
may later be reused as a product of collab-
orative exchange in ecological environments
coordinated at different time scales.
« 11 »  In the case of enacted cognition,
the role of experience as embodied cogni-
tion is emphasized and consists of the cre-
ation of meaning and values without mental
representations, resulting from a history of
structural couplings in and with the envi-
ronment (Varela, Thompson & Rosch 1991;
Di Paolo 2005; Hutto & Myin 2013). In their
target article, Amaranta Valdés-Zorrilla, Dan-
iela Díaz-Rojas, Leslie Jiménez & Jorge Soto-
Andrade review the role of enaction in math-
ematics learning, and analyze in detail how
this occurs in enacting random walks as a
dance. From this, the authors open perspec-
tives on interdisciplinary approaches such as
STEAM and the move towards the E-cogni-
tion6 approach.
« 12 »  From the perspective of embed-
ded cognition, cognition is a culturally con-
stituted skill that depends on the situation
in which it develops. This skill results from
interactions between the body and cultural
objects that constitute forms of thought
(Hutchins 1995; Ingold 2013). The aspect
of embeddedness is also a focus in our own
target article that we wrote together with
María Pino. There, we discuss how 4E cog-
nition fosters creativity in STEAM7 learning
6 | Daniel Hutto and Abrahamson (2022)
propose E-approaches as opposed to cognitivism
with the aim of framing a field of contemporary
educational research. At the same time, they iden-
tify more conservative and radical perspectives on
each of the “E” cognitions: embodied, enactive,
ecological, embedded, extended, or extensive.
7 |  STEAM (Science, Technology, Engineer-
ing, Art, and Mathematics) is an interdisciplinary
environments, especially analyzing embed-
ded situations where students must design
prototypes of enculturated artifacts (things
mediated by meanings from a sociocultural
context) and integrate disciplines for prob-
lem solving by means of “learning by doing.”
Our aim is to replace the idea of creativity
as being focused on processes or products,
by defining it as skillful experience that
emerges through projects that involve par-
ticipation with people, materials, electronic
technological tools and 3D manufacturing.
« 13 »  Extended cognition adopts a func-
tionalist logic of the decentralized and im-
material constitution of a biological person,
assuming the possibility that the cognitive
system extends and integrates entities be-
yond the body (Clark & Chalmers 1998;
Menary 2010). In his target article, Claudio
Aguayo proposes that autopoiesis can play
the role of a theoretical framework to ex-
plore the extended dimension of the 4E ap-
proach brought by immersive technologies.
Aguayo proposes that the design, develop-
ment and implementation of technology-
enhanced learning affordances, tools, sys-
tems, contexts and environments ought to
follow principles found within concepts of
autopoiesis and, what he calls, 4E+ cogni-
tion, i.e., a version of the 4E approach that
also considers the role of affectivity and the
emotional dimension in influencing human
cognition. He argues that this theoretical
adoption contributes to a reconceptualiza-
tion of educational technology design in the
21st century. Technology-enhanced learning
systems that have digital capabilities maxi-
mize structural coupling between organisms
and digital devices, and afford more efficient
learning, i.e., learning that is more engaging,
relevant, and meaningful for users.
« 14 »  In all these target articles, the
4E approach presents an auspicious field
to remove the cognitivist and transmissive
paradigm of education in the face of the
challenges of the 21st century. Each of the
educational approach that fosters the cultivation
of 21st-century skills, using active methodolo-
gies, emerging technologies and maker activi-
ties. Within the framework of the 4E approach,
STEAM is considered a dynamic sensorimotor
environment enriched with materials that con-
tribute to perceptual scaffolding for cognition
(Videla, Aguayo & Veloz 2021).
Es provides foundations for education poli-
cy that allows monolithic and conventional
teaching to be replaced by educational de-
signs based on perception and action. A new
“science of learning” is emerging, composed
of building blocks from cognitive psychol-
ogy, neuroscience, brain research and social
psychology. This offers major opportunities
for those developing education systems to
re-think their purpose, design, and deliv-
ery.8 This leads to reformulating study pro-
grams, learning spaces and new technolo-
gies to face the educational challenges of the
21st century. Educational designs based on
perception and action enable new ways of
learning in students, through practical en-
gagements and coordination of tacit points
of view about different teaching contents
(Abrahamson 2014; Gallagher 2017; Shapiro
& Stolz 2019). Educational designs based on
practice lead to decentralizing educational
processes and breaking the asymmetry of
power relations within the classroom (Bour-
dieu 1990; Resnick 1997; Giroux 2022). In
this perspective, knowing is not extracting
meaning from a mind-independent world,
transmitted by the teacher but, rather, know-
ing is creating and co-creating meaning by
doing, i.e., it is the product of a recurring
history of interactions between students and
teachers at different levels of educational dy-
namics (De Jaegher & Di Paolo 2007; Tan-
credi et al. 2022).
« 15 »  The 4E approach revitalizes prac-
tice by giving importance to the body and
the context in learning. It provides empiri-
cal evidence to the pioneering theoretical 155
work on learning in the 20th century, which
celebrated the pedagogy of the senses and
experience (Stolz 2021) and which includes
the work of Friedrich Fröbel (1895), Maria
Montessori (1967), John Dewey (1944), Jean
Piaget (1971), Lev Vygotsky (1978), Jerome
Bruner (1962), Seymour Papert (1980) and
Ernst von Glasersfeld (1995). Advances in
neuroscience and cognitive science have
affirmed the importance of gestures, move-
ment, and proprioception in learning,
which contribute to understanding cogni-
tion as an integrated system of brain, body,
8 |  OECD report “Building the future of edu-
cation,” retrieved on 20 April 2023 from https://
www.oecd.org/education/future-of-education-
brochure.pdf
https://constructivist.info/18/2/153.editorial
 { RONNIE VIDELA-REYES
has a PhD in Education from the Autonomous University of Madrid, Spain. He is a researcher
at the Faculty of Education of the Santo Tomas University, Chile, a Faculty Member at
Buckminster College of the Vrije Universiteit Brussel, and a teacher and STEAM advisor in
projects at the University of La Serena, Chile. His research interests are enactive cognition
and ecological psychology applied to the teaching and learning of mathematics and STEAM.
He is the founder of InnovaSteam Lab for the design of interdisciplinary and embodied
educational environments with creative technologies. He has been trained in the fundamentals
of cultural biology with Humberto Maturana and Ximena Dávila at the Escuela Matríztica.

{ TOMAS VELOZ
has a PhD in interdisciplinary studies from the University of British Columbia, Canada, a
Master’s degree in computer science and a Bachelor’s degree in mathematics and physics
from the University of Chile. He is a postdoctoral researcher in the Centre Leo Apostel, Vrije
Universiteit Brussel. His fields of research are systems theory, mathematical modeling,
EDITORIAL EDUCATION IN THE 21ST CENTURY

quantum cognition and Chemical Organizations Theory (COT). He is director and founder of the
Foundation for the Interdisciplinary Development of Science, Technology and the Arts (DICTA).

and environment (Nathan 2021). Defining
cognition as a dynamic system of connectiv-
ity between neural, sensory and relational
subsystems has deep roots in the biology of
cognition of Humberto Maturana, who stat-
ed that “learning is the course of structural
change that the organism follows (including
the nervous system) in congruence with the
structural changes of the environment, as a
constitutive result of their codependency”
(Maturana 2006: 37).
156 « 16 »  At present, the theoretical and
empirical evidence of the 4E approach ap-
plied to education is incipient. So, it is neces-
sary to provide space for the presentation of
research that contributes to the opening of
new, enriching perspectives.
Funding
Tomas Veloz is supported by the John
Templeton Foundation (Grant ID# 61733).
Competing interests
The authors declare that they have no
competing interests.
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Received: 27 March 2023
Revised: 12 April 2023
Revised: 20 April 2023
Accepted: 21 April 2023
https://constructivist.info/18/2/153.editorial