I. A) - Introduction John Vervaeke, an Assistant Professor in Cognitive Psychology and Cognitive Science at the University of Toronto, is a cognitive scientist and philosopher who has developed a meta-theory of cognition that is gaining increasing attention in both academic and popular circles. Vervaeke's meta-theory is a comprehensive framework that aims to integrate multiple theories and approaches within cognitive science into a unified understanding of how the mind works, and his work constructs a bridge between science and spirituality. Vervaeke's meta-theory is constructed to understand the experience of meaningfulness and the cultivation of wisdom, and ultimately to afford awakening from the "meaning crisis" that many people are experiencing in this rapidly changing and uncertain world. We are currently living in an era of unprecedented complexity and interconnectedness, with rapidly advancing technology, global crises, and societal shifts that are challenging traditional ways of thinking and understanding the world. In this context, Vervaeke's approach offers a framework for integrating multiple disciplines, perspectives and approaches within a cognitive science scaffolding, and for addressing the "meaning crisis" that we find ourselves in. This integration of science and spirituality is a unique aspect of Vervaeke's work, as he aims to bridge the gap between these two seemingly disparate fields. Through his research, he explores the role of wisdom and the cultivation of a meaningful life in addressing the challenges of the modern world. Vervaeke's approach offers a valuable perspective on the human experience, emphasizing the need for a holistic understanding of cognition and the importance of addressing the "meaning crisis". The 4E Approach to Cognitive Science At the heart of Vervaeke's meta-theory is the 4E approach to cognitive science. This approach emphasizes the interaction between the brain, body, and environment and acknowledges that cognition is not a purely mental activity. It includes four components: • Embodied: Knowing how to catch a ball by using your body's sense of coordination and balance. • Embedded: Understanding how the culture and environment of a certain region affect the behavior and beliefs of its people. • Enacted: Adapting to changes in the environment during a sports game or performance. • Extended: Using a calculator to help with mathematical calculations OR asking a peer for thier feedback on a issue. Embodied Cognition Embodied cognition refers to the idea that cognitive processes are deeply intertwined with the body, and that our bodily experiences shape the way we think and understand the world around us. This approach challenges traditional views of cognition that see the brain as the sole site of mental activity and highlights the need to consider the role of the body in shaping our experiences and understanding. Cognition being embodied means that it occurs not just in the brain but through the whole body and its interactions with the environment. An example of this would be a baseball player who is able to catch a fly ball using their body's sense of balance and coordination. Embedded Cognition Embedded cognition acknowledges that cognition is situated in a specific environmental context and cannot be fully understood in isolation from that context. Our understanding of the world is shaped by our environment, and the environment itself shapes our cognition. Thus it is embedded and deeply integrated with and influenced by the environment. An example of this would be a historian who is able to understand the social and cultural context of a historical event and how it shaped people's beliefs and actions. Enacted Cognition Enacted cognition emphasizes the active role of the body in shaping our experiences and understanding of the world. Our experiences are not simply passive observations, but rather, we actively engage with the world around us and shape our understanding of it, meaning that it involves not just the mind but the body and environment in a dynamic and constantly evolving relationship. An example of this would be a performer who is able to engage with their audience and adjust their performance based on the energy in the room. Extended Cognition Extended cognition recognizes that cognitive processes can and are extended beyond the individual's cognitive process to the cognitive processes of groups of individuals, tools and artifacts that we use to interact with the world. Our cognition is not limited to our biological selves, but can also include external individuals, and external tools that we use to navigate and understand the world. An example of this is history itself, or any field of philosophy or science etc. The Meaning Crisis and the 4P/3R System Furthermore, Vervaeke's meta-theory emphasizes the importance of understanding the relationship between cognition and meaning. He argues that the current era is facing a "meaning crisis" in which many people are struggling to find meaning and purpose in their lives. This crisis is fueled by what he calls "combinatorial explosion," which is the increasing complexity and interconnectedness of the world that is overwhelming people's cognitive capacities. To address these challenges, Vervaeke proposes a 4P/3R system. The 4P's stand for: • Participatory knowing: Knowing how to ride a bike by feeling the natural flow between your actions and the environment. • Perspectival knowing: Knowing what the view looks like from the top of a mountain by climbing to the summit and seeing it firsthand. • Procedural knowing: Knowing how to bake a cake by following a recipe step-by-step. • Propositional knowing: Knowing that the Earth is round based on scientific evidence and research. Participatory Knowledge Participatory knowledge refers to the experiential and practical knowledge that is gained through direct engagement with the world. This type of knowledge is gained through hands-on experience, and often involves trial and error. It is knowing how to act in the "agent-arena" environment. An example of this would be a dancer who is able to move effortlessly with the music, feeling a natural flow between their actions and the world around them. Perspectival Knowledge Perspectival knowledge refers to the individual's perspectives or points of view. It is knowing via embodied perception. It involves seeing the world from a specific point of view and understanding the key aspects of a situation from that perspective. An example of this would be an artist who is able to see the world in a unique way and capture that perspective in their work. By considering different perspectives, we can gain a more nuanced and comprehensive understanding of the world. This also means understanding that people and all worldviews inherently come with paradigms and presuppositions and that this fact is impossible to escape. Nobody and no idea or art piece has worldview neutrality, thus we should remain aware of this fallacy so as not to build dishonest strawmen of opposing views and dishonest steelman of our own views. Procedural Knowledge Procedural knowledge refers to the knowledge gained through practical skills and abilities. This type of knowledge is often gained through repetition and practice, and can be difficult to articulate through words alone. It is knowing how to do something. It can range from the very simple, such as using a shovel or tying one's shoes, to the incredibly complex, such as performing surgery. An example of this would be a chef who is able to create a complex dish from available ingredients through their knowledge of flavours and techniques. Propositional Knowledge Propositional knowledge refers to the knowledge gained through abstract concepts and propositions. This type of knowledge is often taught in formal educational settings and is more easily articulated through language. It is knowing that something is true (or atleast proposing it). It is closely tied to language and justification and is often seen as the most traditional form of knowledge. An example of this would be a mathematician who is able to prove a theorem using logic and reasoning. It is thus the most similar to the traditional concept of 'Imperical Knowledge'. The 3R's stand for: • Relevance: Knowing which tasks are most important on a to-do list and prioritizing accordingly. • Realization: Understanding that practicing a skill regularly leads to improvement over time. • Recursion: Using trial and error to refine a process until it becomes more efficient. Relevance Refers to the practical usefulness of knowledge. Vervaeke's meta-theory emphasizes the importance of evaluating knowledge based on its relevance to real-world problems. Knowledge that is not relevant to real-world issues is deemed less important than knowledge that is relevant and useful in solving problems related to the meaning crisis. It specifically refers to that which is important, a key feature of neurocognition is determining what is salient and important. An example of this would be a doctor who is able to prioritize symptoms and treatments based on their relevance to the patient's condition. Could be summed up as "Salience Mapping" Realization Refers to the extent to which knowledge is grounded in reality. Vervaeke emphasizes the importance of knowledge that is based on evidence and scientific inquiry. He argues that knowledge that is not grounded on this level of reality is less likely to be effective in directly solving real-world problems related to the meaning crisis. Recursion Refers to the ability of knowledge to be self-referential and self-modifying. Vervaeke argues that knowledge must be able to reflect on itself in order to be effective in solving real-world problems. This requires the ability to be self-correcting and adaptable to changing circumstances. Furthermore it refers to the nature of modeling feedback loops both within the system and between the agent and environment, and to the fact that the process is iterative and can be applied to itself fractally. Summary This 4P/3R system provides a framework for understanding how different types of knowledge can be used to evaluate and solve problems related to the meaning crisis. By recognizing the importance of the relationship between cognition and meaning and by providing a framework for evaluating and understanding different types of knowledge, Vervaeke's meta-theory is providing a valuable tool for addressing the challenges of the contemporary world. Implications of the 4E approach According to an article published in the Journal of Theoretical and Philosophical Psychology, the 4E approach to cognitive science challenges traditional views of cognition that see the brain as the sole site of mental activity. The 4E approach recognizes that our bodily experiences shape the way we think and understand the world around us. Furthermore, the article discusses the implications of the 4E approach for understanding the relationship between cognition and culture. Link 1 provides a more detailed explanation of the 4E approach to cognitive science and also how it challenges traditional views of cognition. The article highlights the importance of the interaction between the brain, body, and environment, and how this interaction shapes our understanding of the world around us. John Vervaeke's background and journey Link provides a more personal perspective on John Vervaeke and his work. The Psychology Today article describes his background and journey as a cognitive scientist and philosopher, and how he arrived at his 4P/3R + 4E meta-theory. The article highlights Vervaeke's interest in exploring the relationship between cognition and meaning, and how this led him to develop his meta-theory. Practical applications John Vervaeke's 4P/3R + 4E meta-theory of cognition has the potential for a wide range of practical applications. By emphasizing the importance of embodied, embedded, enacted, and extended cognition, and by providing the 4P/3R framework for evaluating knowledge & wisdom, Vervaeke's meta-theory can inform and inspire research in numerous fields, including: • Education: The meta-theory's emphasis on different types of knowledge can inform educational practices that are better tailored to students' needs and abilities. By conciously incorporating the concepts of the 4-Ps and identifying participatory, perspectival, procedural, and propositional knowledge, educators can provide a more comprehensive and integrated approach to learning. • Personal growth: By recognizing the importance of the relationship between cognition and meaning, Vervaeke's meta-theory can inform personal growth strategies that are grounded in a more comprehensive understanding of the mind and the world. • Mental health: The meta-theory's emphasis on embodied, embedded, and enacted cognition can inform therapeutic practices that incorporate physical movement, environmental context, and active engagement with the world. • Artificial intelligence: The meta-theory's emphasis on extended cognition can inform the development of AI systems that incorporate tools and artifacts to enhance their cognitive capacities. Furthermore, the meta-theory's 4P/3R system provides a framework for evaluating and solving problems related to the meaning crisis. By recognizing the importance of different types of knowledge and their relevance to real-world issues, & understanding the relationship between cognition and meaning, the "4P/3R + 4E Metaeta-theory" can inform and inspire efforts to address the challenges of the contemporary world. In Conclusion John Vervaeke's 4P/3R + 4E meta-theory of cognition is a groundbreaking framework that is helping to shape our understanding of how the mind works and how we can address the meaning crisis. By emphasizing the importance of embodied, embedded, enacted, and extended cognition, and by providing a framework for evaluating knowledge, Vervaeke's meta-theory is helping to pave the way for a more comprehensive and integrated approach to cognitive science. The 4E approach to cognitive science and the 4P/3R system provide a valuable tool for understanding the mind and the world around us and for addressing the challenges of the contemporary world. By recognizing the importance of interdisciplinary collaboration and the need for multiple perspectives and approaches to solving problems related to the meaning crisis, Vervaeke's meta-theory is providing a more inclusive and diverse approach to understanding the mind and the world around us. John Vervaeke's meta-theory is one of many approaches within the field of cognitive science to 4E Cognition that aim to provide a comprehensive understanding of the mind, other thinkers who have contributed to the 4E include Francisco Varela, Evan Thompson, Eleanor Rosch, Andy Clark, Shaun Gallagher, Mark Rowlands, Alva Noë, David Chalmers, Susan Hurley, Maurice Merleau-Ponty, Hubert Dreyfus, Daniel Dennett, Edward Hutchins, Anthony Chemero, and Maxine Sheets-Johnstone among others. Meanwhile, the 4Ps and 3Rs approach specifically includes the work of Lawrence Barsalou, Mark Johnson, George Lakoff, Evan Thompson, Tim Rohrer, Chris Eliasmith, Steven Sloman, Art Glenberg, Philip Johnson-Laird, and Edouard Machery among others. Together, these thinkers provide a rich and diverse range of perspectives on the mind and its workings, contributing to the ongoing effort to understand the complexities of human cognition. Despite the valuable contributions of these thinkers, Vervaeke's meta-theory stands out as a particularly holistic and applicable model for understanding the mind and meaning. By integrating multiple theories and approaches within cognitive science, Vervaeke provides a framework that unifies various perspectives and disciplines in the study of the cognitive science. Moreover, Vervaeke's meta-theory goes beyond traditional cognitive science frameworks to incorporate a rich array of deep aspects of spirituality and philosophy towards meaning making via symbols, rituals, and group practices. Furthermore John's metatheory uniquely and comprehensively provided a framework for addressing the "meaning crisis" that many people are experiencing in the modern world and uniquely provided a scaffolding that can be used for cross paradigm discussions about meaning and ultimate truth. Vervaeke's work emphasizes the need for a comprehensive and integrated understanding of cognition, one that considers the interplay between different aspects of the mind, including perception, attention, memory, language, and more. His approach also highlights the importance of cultural and historical contexts in shaping our understanding of the mind, and the need for a multidisciplinary approach to addressing complex issues like the meaning crisis. Overall, Vervaeke's meta-theory offers a powerful and nuanced framework for understanding the mind and its place in the world, and this is why it is resonating so heavily with other contemporary intellectuals and projects which currently have also captured and enraptured the imaginations and minds of the intellectually inclined and spiritually inclined amongst the internet savvy, such as Jonathan Pageau, Jordan Peterson, Jonathan Haight, Bret Weinstien, Sam Hyde, TheStoa.ca, Rebel Wisdom Foundation, etc. I. B) - Purpose of the Article: The purpose of this long form article is to provide a comprehensive overview of John Vervaeke's Meta-Theory of Cognition and its significance in the field of cognitive science. Through this article, readers will gain an understanding of the Combinatorial Explosion and the Meaning Crisis, as well as the 4Ps and 3Rs of Cognitive Science and Meaning, the 4E Approach to Cognitive Science, and the synthesis of these into "4E + 4P/3R Meta-Theory". By examining these concepts, readers will also gain insight into how Vervaeke's Meta-Theory relates to various philosophical concepts, such as Epistemology, Ontology, Teleology, and Justified True Belief. Additionally, this article aims to demonstrate the potential implications of Vervaeke's Meta-Theory on society at large, including the potential benefits and drawbacks, and supposed ethical considerations that arise. Ultimately, the purpose of this article is to provide readers with a deeper understanding of the mind, the world around us, and the nature of human consciousness, through the lens of Vervaeke's Meta-Theory scaffolding and its application to ancient theological & spiritual traditions and meta-philosophy. The concept of cognition is historied, multifaceted and complex, encompassing elements of awareness, knowing, and information processing. This complexity is reflected in the modern disciplines of psychology, behavioral sciences, and cognitive sciences aswell as in philosophy & theology, which all have different definitions and relationships to one another. When we think of cognition as knowledge, it means to be aware of things or have the capacity to do things, as in, "I know that basketballs are rough and I know how to dribble a basketball." However, this is not really what the term means in cognitive science. The most foundational definition comes from Neisser (1967), who defined cognitive as referring to processes where sensory input is transformed, reduced, elaborated, stored, recovered, and used, even in the absence of relevant stimulation, such as in images and hallucination. This definition emphasizes that cognition is involved in everything a human being might possibly do, and that every psychological phenomenon is a cognitive phenomenon rather than just those related to knowing. The complexity of cognition is not only reflected in the different disciplines that study it, but also in the fact that it involves various processes such as perception, attention, memory, language, decision-making, and problem-solving. These processes are interconnected and shape human behavior in fundamental ways. The challenge of understanding cognition is further compounded by the fact that it operates at multiple levels, from the neural to the social. Despite these challenges, Vervaeke's 4P model provides a valuable framework for understanding the various types of knowing involved in cognition. By emphasizing the importance of participatory, perspectival, procedural, and propositional knowing, the model provides a comprehensive understanding of cognition that encompasses both its information-processing and experiential aspects. The root of confusion in the study of cognition is found in 'the Enlightenment Gap', which highlights the lack of a coherent framework for understanding the relationship between matter and mind, and scientific and social knowledge. Philosopher and cognitive scientist Vervaeke is well aware of the challenges presented by this gap, and the concept itself will be explored further later on in this article. Vervaeke's 4P model not only offers a taxonomy of different types of knowing, but also recognizes that cognition operates beyond the individual level. Participatory knowing involves being attuned to other people, places, and things and recognizing their meaning and value. Perspectival knowing involves understanding how different perspectives shape our experiences of the world. Procedural knowing involves the ability to enact and modify procedures, and propositional knowing involves the ability to generate and evaluate claims about the world. By making a clear distinction between cognition as knowing and cognition as information processing, Vervaeke's model offers a clearer understanding of the concept of cognition, which is essential for advancing the field.